Percent Conversions

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SWBAT convert fractions, percents, and decimals which repeat or have fractional parts.

Big Idea

students work independently and in pairs to convert fractions, percents and decimals.

Do Now

10 minutes

Students enter silently according to the Daily Entrance Routine. It’s important to keep student energy levels in mind especially at the end of a week of mock state test testing. For the past two days (Tues/Weds) students have been testing for morning periods, some for three hours due to extended time mandates. Positive energy and a smile (though it may not be returned) is very important!

The Do Now assignment, which is placed faced down on tables, will require students to multiply and divide decimals numbers. This "Sprint" is aimed at getting students’ brains fired up and ready for conversions during this lesson. Based on Do Nows and Homework assignments given before the test I have determined that students need to practice these conversions before we move into multi-step problems.

A timer and a piece of chart paper with vertical numbers 1 – 10 will be set with 5 minutes at the board. Students are motivated through speed competition. Students are asked to take a seat silently and read the directions at the board. Once they are ready to begin they will signal by taking a hold of their pencil and placing one hand over the Do Now paper. The directions on the board read as follows:

As soon as you finish, stand up with paper in hand, and write your name on the chart paper, in order. We will be creating a list of the first 10 students to finish. Your PAPER WILL BE COLLECTED when you stand, so make sure you’re truly FINISHED! J

The first ten students to finish on time will get a positive point on their paycheck. I will hand score these 10 papers and students who get 80% or more of the answers correct will also earn achievement points. 

Once the 5 minute timer expires we will share out answers. I will share some of the answers on the papers I collected as well as cold call around the room to get other student answers. I will also need to make time to review questions 4, 5, and 9 which I expect to be the toughest questions for most students in the class. With problems 4 and 5 I want to make sure I highlight the movement of the decimal trick and why it works. This is a great opportunity to get students talking about that rule. For question 9 I would like to catch the “order” mistake where students do not divide the numbers correctly. For example, students who get an incorrect answer of 2 for #9 are likely dividing 9.2 by 4.6, not the correct way, dividing 4.6 by 9.2. A student who can name the property which states that the answers are not equivalent for this switch will bet bonus celebration and points. 


Class Notes

15 minutes

Next, students are asked to put away their Sprint and receive Class Notes. We will review converting between fractions, decimals, and percents involving complex fractions, mixed numbers, and repeating decimals. I chose to go over this skill after analyzing assessment data which lead me to conclude that more than 50% of my students need more practice, especially with conversions of complex rational numbers.

I guide students through the first example, reminding them that it is the numerator that goes “inside the house” when using long division.


Then, students turn to their partners and solve the next example together (2 – 3 minutes). While students work together it is a good idea to walk around watching out for those who need help remembering how to use the repeating symbol to truncate the number.

Next I review writing decimals as percents. Students are asked to copy the following note on their paper: “To turn decimals into percents multiply by 100. Students complete the two examples with a neighbor within 4 minutes.

Next we review writing percents as fractions.  The percents I am choosing to review include complex fractions. For example, the first problem will require the following work:

Students then complete the next problem with neighbors. 


20 minutes

Students receive the class work. A timer is set for 10 minutes of independent class work followed by 10 minutes of group work. During group work, students will be made aware of the following expectations:

  • Find a partner to work with; you may also work independently
  • Check your answers with your partner; ask Ms. Chavira for an answer sheet if you are working independently
  • All answers must be completed by the end of 10 minutes.


10 minutes

At the end of the Task section students are asked to take a seat. They receive an exit ticket while I collect all of their class worksheets. During the next 10 minutes they will be working to complete an exit ticket and I will be looking at their work, grading the effort and completion. Students will receive their classwork before leaving class. For homework they will receive another practice sheet for conversions as well as an answer sheet for the CW. Thy must complete the homework sheet and check their answers to the class work.