Converting between percents, fractions, & decimals
For example, learn how 50%, 1/2, and 0.5 are all equivalent.
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Percents, fractions, and decimals are all just different ways of writing numbers. For example, each of the following are equivalent:
Percent Fraction Decimal
50\%50%50, percent \dfrac{1}{2}
2
1
start fraction, 1, divided by, 2, end fraction 0.50.50, point, 5
In conversation, we might say Ben ate 50\%50%50, percent of the pizza, or \dfrac12
2
1
start fraction, 1, divided by, 2, end fraction of the pizza, or 0.50.50, point, 5 of the pizza. All three of these phrases mean the exact same thing.
In this article, we'll learn how to convert between percents, fractions, and decimals.
Converting
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The key here is to turn \dfrac35
5
3
start fraction, 3, divided by, 5, end fraction to a fraction with a denominator of 100100100. To do this, we need to know what times 555 gives us 100100100:
5 \times \,\blueD? = 1005×?=1005, times, space, start color blueD, question mark, end color blueD, equals, 100
The number is 100 \div 5 = \blueD{20}100÷5=20100, divided by, 5, equals, start color blueD, 20, end color blueD:
5 \times \blueD{20} = 1005×20=1005, times, start color blueD, 20, end color blueD, equals, 100
Now we're ready to convert \dfrac35
5
3
start fraction, 3, divided by, 5, end fraction to a percent:
\begin{aligned} \dfrac35 &= \dfrac{{3 \times \blueD{20}}}{5 \times \blueD{20}} &\small{\gray{\text{Multiply to get a denominator of 100}}} \\\\\\\\ &= \dfrac{60}{100} &\small{\gray{\text{Simplify}}}\\\\\\\\ &= 60\% &\small{\gray{\text{Write as a percent}}}
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Google Classroom
Facebook
Twitter
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Percents, fractions, and decimals are all just different ways of writing numbers. For example, each of the following are equivalent:
Percent Fraction Decimal
50\%50%50, percent \dfrac{1}{2}
2
1
start fraction, 1, divided by, 2, end fraction 0.50.50, point, 5
In conversation, we might say Ben ate 50\%50%50, percent of the pizza, or \dfrac12
2
1
start fraction, 1, divided by, 2, end fraction of the pizza, or 0.50.50, point, 5 of the pizza. All three of these phrases mean the exact same thing.
In this article, we'll learn how to convert between percents, fractions, and decimals.
Converting between percents and fractions
Percents to fractions
Let's look at an example converting 15\%15%15, percent to a simplified fraction.
\begin{aligned} 15\% &= \dfrac{{15}}{100} &\small{\gray{\text{Write the percent as a fraction}}} \\\\\\\\ &= \dfrac{15 \div 5}{100 \div 5} &\small{\gray{\text{Divide the top and bottom by 5}}}\\\\\\\\ &= \dfrac{3}{20} &\small{\gray{\text{Simplify}}} \end{aligned}
15%
#include #include void main(){ int n,i=0,k,digit; char * ptr[100]; printf("Enter any integer: "); scanf("%d",&n); while(n){ digit = n %10; n = n /10; switch(digit){ case 0: ptr[i++] = "zero"; break; case 1: ptr[i++] = "one"; break; case 2: ptr[i++] = "two"; break; case 3: ptr[i++] = "three"; break; case 4: ptr[i++] = "four"; break; case 5: ptr[i++] = "five"; break; case 6: ptr[i++]
9×5=36 Replace number 9 by number 4. Replace number 5 by number 4. Replace number 36 by number 35. Replace number 5 by number 9. Each
His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including
In third grade it is the first time in which they are introduced to the ideas of group that represented by multiplication. They are able to solve the problem without given information by grouping. Standard 3.OA.3: Use multiplication and division
During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.
-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers.
The Common Core state standard used through this learning segment is 8.EE.A.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. For this learning segment, we will only be covering the first part of the standard where students will be performing operations in scientific notation. This standard addresses conceptual understanding because students must understand the meaning of scientific notation in order to perform operations
5 litres of 1x10^-2 Dodecylamin has been diluted to 1x10^-5M by adding accurate amount of water from the tap. To calculate required water amount mathematical equations given below : C1V1=C2V2 10^-2M x V1 =10^-5M x 1,000 mL V1 = 10^-5/10^ -2
33.385 million =10.235 million * exp (0.12*10) is the value of the of the population when the rate changes by an increase of 2%. 38.950 million =10.235 million * exp (0.14*10) is valuation of the future population when the rate increases by 4% from its original rate of 10% for a total rate of 14%. Each input is accurate in comparison with its Excel counterpart, however, the Word calculations will have greater precision due to the estimation of the of the Excel counterparts.
Percent- By a specified amount in or for 1 Hundred Where are percents used in the real world EX. If you 're a cook and you need to find the percent of how much flavor powder in a 1 Gallon tub of Chili Or If You 're making a gallon of Fruit punch you need to figure out how much Sierra Mist to put into a 3 gallon container Characters: Math Dragon, Math Sorcerer (you), Percent Pomola(Weather Spirit) , Ratio Ragana (malevolent wizard), Division Danava (water demon), Interest Incubus (nightmare induced by a demon). You are an adventurous Sorcerer Looking for the great treasure of Labbu on the way you will encounter many dangerous creatures that are guarding the sacred treasure and they are all looking to end your existance they will each ask you one Percent Question answer wisely because they will
These are all examples of synecdoche. In synecdoche, a part of something is used to refer to the whole entity, or a whole entity is used to refer to part of something.
Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.
I didn’t even know we could use calculators in Math class! In a short span of three years in
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