Converting Common Fractions
to Decimals
In order to convert common fractions to decimals, students use a procedure
that requires dividing the numerator of the fraction by the denominator.
Students using the Everyday Mathematics® program have solved division
problems written as fractions since fourth grade. The numerator is the
dividend of the problem and the denominator is the divisor of the problem.
Some fractions require adding a decimal point and one or more zeros to
the dividend in order to carry out the division process.
Build Understanding
Review the process of making division estimates. Give students such problems
as 45 ÷ 8 =, 88 ÷ 10 =, and so on. Remind students to use a basic fact as the
1 on the board. Explain to students that this
basis for the estimate. Then write __
4
fraction can be written as a division problem. Rewrite this fraction writing the
dividend (1) within a division bracket and the divisor (4) outside to the left
of the bracket. Place a decimal point to the right of the dividend, and attach
two zeros after the last digit of the dividend. Then work through the entire
1 = 0.25.
problem together on the board. 1 ÷ 4 = 0.25, or __
4
1 to a decimal.
Using page 77, explain how to convert the common fraction __
6
Use questions like the following to guide students through this procedure.
• How do I rewrite this problem using the division bracket?
• Why do we attach zeros to the dividend?
• How many zeros did you need to attach for this problem?
Error Alert Watch for students who attach zeros and place the decimal
incorrectly. Also look for students who switch around the divisor (denominator)
and dividend (numerator) when writing the problem with the division bracket.
Watch to make sure students drop down the zeros as needed.
Check Understanding
1. 0.75
2. 0.8
3. 0.875
4. 0.3
Division
5. 0.4
Copyright © Wright Group/McGraw-Hill
Select a volunteer to come up to the board to work through another problem.
While the student records on the board encourage the class to follow along
with their own recordings. Students should ask the volunteer questions if
they do not understand the procedure. Work through additional examples as
needed. When you are reasonably certain that most students understand the
procedure, assign the “Check Your Understanding” exercises at the bottom of
page 77. (See answers in margin.)
Page 77
Answer Key
6. 0.625
7. 0.4
8. 0.714285
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Teacher Notes
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Name
Date
Time
Converting Common Fractions to Decimals
Write the fraction as a division problem using the division bracket.
(Write the numerator as the dividend and the denominator as the
divisor.) Place a decimal point after the dividend and attach zeros.
As you divide, record the quotient above the dividend.
Example
Convert to a decimal.
1
_
6
0
6⎯1⎯.⎯0⎯
Write the fraction using the division bracket. Place
a decimal after the dividend and attach two zeros.
How many 6s are in 10? Record the answer in the
tenths place. Bring down the next zero.
Continue to divide until you see a pattern.
(The 6 will continue to repeat in the quotient.)
This type of common fraction converts into
a repeating decimal. Write this by placing
a bar over the first 6 to indicate it will repeat.
.166 = .16
6⎯1⎯.⎯0⎯0⎯
0
6
40
36
40
36
4
1
_
= .16
6
Check Your Understanding
Division
Copyright © Wright Group/McGraw-Hill
How many 6s are in 40? Record the answer in the
hundredths place. Since there is still a remainder,
attach one more zero to the dividend. Bring down
the zero.
.16
0
6⎯1⎯.⎯0⎯
6
40
36
4
Convert the following fractions to decimals.
3
1. _4
4
2. _5
7
3. _8
1
4. _3
2
5. _5
5
6. _8
4
7. _9
5
8. _7
Write your answers on a separate sheet of paper.
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Student Practice
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