Grade & Topic

Gr7

Repeating decimals

Duration

2x 60 minutes

Outcomes

Students will be able to demonstrate an understanding of the relationship between

positive repeating decimals and positive fractions.

Objectives

Students are able to recognize, order, and place repeating decimals and their
fractions on a number line
Students should discover via pattern-seeking that:
o Repeating decimals are multiples of some fundamental values
n(1/9)=n(0.111), n(1/99)=n(0.01010)
n(1/11)=n(0.0909), n(1/111)=n(0.009009009)
o Certain fractions have identical decimal values (equivalent fractions)
1/3 = 33/99 = 0.333
27/99 = 3/11 = 0.272727
(the first way obtained by repeating the numerator
0.272727, the second way obtained by repeating 3
times the 1/11 fundamental 0.090909)

Prior Knowledge

Students should know common non-repeating decimal and fraction

benchmarks such as:
= 0.25, = 0.5, =0.75, 1/8=0.125

Materials

Timeline

Day 1 Tasks/Activities: Repeated decimals from fractions with form n/9

Mini-whiteboards (for pre-assessment and formative assessment)

Class popsicle sticks (with names to draw for formative assessment)
Sticky notes (for summative assessment exit slips)
Hundredths, tenths, and one-hundred blocks (for discrete representation)

(Day 1) 15 mins

Teacher provides brief review of number line and common decimal/fraction

benchmarks [prior-knowledge assessment]
o Students construct a number line on their mini-whiteboards and
include the benchmark decimals and fractions the teacher has put on
the board.

(Day 1) 45 mins

Guided inquiry in pairs or groups of three:

o Without calculators, have students place 1/9, 2/9, 3/9, etc, on a
number line around known benchmarks. How do you compare
these fractions to known benchmarks? to known decimals? [Build
on prior knowledge using benchmarks]
o Students jot their ideas down on their mini-whiteboards [formative
assessment]
o Students choose a group ambassador to move to another group to
share and compare number lines; ambassador returns to
communicate insights of other groups [formative assessment]
o Teacher leads class discussion about findings, creates a number line

(Day 1) Assessment

on whiteboard and groups contribute their reasoning, perhaps using

popsicle sticks [formative assessment]. Teacher documents popular
reasoning for later comparison.
o Students can now use their calculators to test their estimates and
discuss amongst their group. Were your estimates accurate why
or why not? What patterns do you notice? How long is the decimal?
Why is it so long? Does it ever end?
o Teacher summons new evidence from groups using popsicle sticks
[formative assessment], gathers patterns, and compares new and old
reasoning.
Exit slips: have students briefly write in words, pictures, or numbers the
patterns for repeating decimals for fractions with denominators /9 and /11 on
sticky notes and collect as summative assessment.

Pre-assessment using mini-whiteboards: students construct a number line on

their mini-whiteboards and include benchmark decimals and fractions
Formative assessment: teacher to evaluate student understandings from group
discussions and class participation
Summative assessment exit slips: on sticky notes have students briefly write
in words, pictures, or numbers the pattern for repeating decimal for an
example fraction using a denominator /9 and collect as summative
assessment.

Timeline

Day 2 Tasks/Activities: Repeated decimals from fractions with form

n/99 and n/11

(Day 2) 10 mins

Prior-knowledge assessment/review: Have students briefly write in words,

pictures, or numbers the pattern for repeating decimal for fractions with
denominators /9 on mini-whiteboards.
Discuss/correct any student misconceptions as a class

(Day 2) 20 mins

(Day 2) 30 mins

Teacher extends activity from Day 1 to 1/99, 2/9932/99, 33/99, 66/99

o In groups of 3, place fractions on number line (without calculators)
o Have student individually jot down reasoning on mini-whiteboards
[formative assessment]
o Group ambassador moves to compare reasoning from other groups
Teacher leads discussion about classs reasoning
o Draw names from popsicle sticks to have students explain their
personal understanding of the patterns found [formative assessment]
o Students now use calculators to verify/redefine their reasoning
o Teacher summons new information as a class discussion
Teacher further extends activity to elevenths: 1/11, 2/11, 3/11, , 1/111,
2/111
o This extension should have students discover that sometimes the
same repeated decimal is obtained from fractions with different
denominators, however, that they both turn out to be equivalent
fractions (i.e. 3/11 = 27/99 = 0.272727)

o
o

(Day 2) Assessment

Pre-assessment using mini-whiteboards: students describing in pictures,

words, or numbers the pattern for determining the repeated decimal
equivalent from fractions of form n/9
Formative assessment: teacher to evaluate student understandings from group
discussions individual matching task
Summative assessment exit slips: have students briefly describe in words,
pictures, or numbers the patterns for repeating decimals for fractions with
examples using denominators /99 and /11 on sticky notes and collect as
summative assessment.

Plans for
Differentiation

Matching task: teacher has students individually match paper slips of

fractions to their equivalent decimals [Formative assessment]
Teacher conducts mini-lesson using area model to show that you
cant make 1/9 using just tenths, hundredths, thousandths, etc.
Using decimal place value denominations, one is forced to
split into tenths, hundredths, etc., but since the fraction calls
for dividing into ninths (resulting in a value more than 0.1)
there is always a little leftover to be split for the next place
value...fractally repeating. (i.e. 0.111=
0.1+0.01+0.001+0.0001)
Likewise for 1/11, but since fraction calls for dividing into
elevenths (resulting in a value less than 0.1) there is always a
little to be borrowed and taken from every other place
valuefractally repeating. (i.e. 0.090909=0.09+0.0009
=9/100+9/10000)

ELL students or students who have difficulty reasoning verbally are

encouraged to use their mini-whiteboards or manipulatives to communicate
their reasoning.
Both linear and discrete models of representation are provided to enhance
student perspective (number line and area model with blocks)
For advanced open-ended extension: What makes certain fractions
become repeated decimals? What is the criteria? Do all prime
denominators make repeated decimals?