Using the spinner below: Bell work/CRONNELLY Using the spinner below: 1. What is the missing portion? 2. What is the probability of getting red or green? 3. What is the probability of getting anything but yellow? 4. Find the area and perimeter of this shape. 1/10 red yellow 24.5 cm 1/6 purple (?) green 8 cm 9 cm 1/5 15.5 cm

Using the spinner below: Bell work/CRONNELLY Using the spinner below: 1. What is the missing portion? 2. What is the probability of getting red or green? 3. What is the probability of getting anything but yellow? 16/30; 8/15 9/30; 3/10 25/30 4. Find the area and perimeter of this shape. 1/10 red yellow 24.5 cm 1/6 purple (?) green 8 cm 9 cm 1/5 160cm2 15.5 cm

Homework Answers 2-9: 2-10: a) 1 − (1/3 + 1/8) = 13/24=54.16% 2-11: 5/50 1 38/50 2-15: 4/16 or 1/4 , 0.25, 25% 7/16+ 4/16= 11/16 , 0.69, 69% 0, 0% 2-9: 0.4 0.375 1.5 2-10:        a) 1 − (1/3 + 1/8) b)24/24- 8/24- 3/24 = 13/24=54.16%

How else can I describe the portion? How many pieces are in the whole?  Yesterday, you worked with different fractions and found ways to rewrite those fractions as repeating and terminating decimals.  In this lesson, you will reverse your thinking and will instead represent decimals as fractions.  As you work with your team today, ask each other these questions to focus your discussion: How else can I describe the portion? How many pieces are in the whole?

 

 

 

2-22. REWRITING REPEATING DECIMALS AS FRACTIONS                     Jerome wants to figure out why his pattern from problem 2-21 works.  He noticed that he could eliminate the repeating digits by subtracting, as he did in this work:   This gave him an idea.  “What if I multiply by something before I subtract, so that I’m left with more than zero?” he wondered.  He wrote: “The repeating decimals do not make zero in this problem.  But if I multiply by 100 instead, I think it will work!”  He tried again:

2-22 continued…. Discuss Jerome’s work with your team.  Why did he multiply by 100?  How did he get 99 sets of      ?  What happened to the repeating decimals when he subtracted?  “I know that 99 sets of        are equal to 73 from my equation,”Jerome said.  “So to find what just one set of        is equal to, I will need to divide 73 into 99 equal parts.”  Represent Jerome’s idea as a fraction.  Use Jerome’s strategy to rewrite       as a fraction.  Be prepared to explain your reasoning.

 

Practice/Exit Ticket: Convert from fraction to decimal     Extra Practice: http://www.math-drills.com/fractions/fractions_convert_to_decimal_001.html