Kassandra Todd

Grade 7 and Math 1

Rational Numbers
Mathematics Learning Objectives:
Students will be able to convert rational numbers between fractions, decimals, and percentages.
Essential Question:
What is a rational number?
Common Core State Mathematics Standards:
7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students
convert between fractions, decimals, and percents as needed to solve the problem. Students use
estimation to justify the reasonableness of answers.
Provision for individual Differences:
Acknowledgement of different learning styles, backgrounds, and learning needs.
Materials:
Scratch paper
Notes to the reader:
Assume that the students have already learned about whole numbers, real numbers, and integers. They
also have practice in long division and multiplication. Assume the students do have some prior
knowledge on fractions, decimals, and percentages.
Time: 15 minutes
Time

3
min.

2
min.

What is the teacher doing? (Be sure to include

questions the teacher will ask and academic
language supports)
Ask the students to think of some real-life
examples of fractions, decimals, and percentages.
This can be examples of when they are used or
what they are used for. It can even be just
examples of when you see them.
Money
Food (pizza, cake, etc.)
Grades
Cooking
Abstract ways to think about fractions
Calendars (one month is 1/12 of
a year)
Days (one hour is 1/24 of a day)

What are students doing?

Think about real-life examples of fractions,

decimals, and percentages. They are sharing these
with the group.

Fun Fact: Egyptians were the first to use fractions,

dating back to 1800 BC. They didnt think of
fractions as a number in their own right, but rather
as a way to compare whole numbers.
Discuss how pie graphs, blocks, etc. can be used
to visually represent fractions, decimals, and
percentages. Provide a visual of a pie graph.

Ask questions as necessary.

Kassandra Todd

2
min.

4
min.

Have the students discuss how fractions, decimals,

Work with other students to provide ideas about
and percentages are related.
how fractions, decimals, and percentages are
related.

Discuss how they can be equivalent to each other

or how they can be used to represent the same
number.
Converting from decimals to fractions.
*Dont forget that the students do have some prior
knowledge on decimals, so extensive explanation
of the decimal place values is not necessary unless
a student specifically requires it.

Explore explanations and ask any questions that

they may have.

Kassandra Todd

Explain each of the examples. Prompt the students

for understanding.

Complete practice problems on extra sheet of

paper.

Have the students complete two practice

problems.

0.0003=
0.57=

57

3
10000

100

4
min.

Converting from fractions to decimals.

Provide explanations.
Remember that the students do have experience
with long divisions so a lot of explanation here is
not neccessary unless prompted by a student.

Have the students complete two practice

problems.

Explore explanations and ask any questions that

they may have.

Complete practice problems.

Kassandra Todd

4
= 0.8
5
27
= 0.3
90