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Converting Between Fractions and Decimals: Free Response

5 questions in parts, 62 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Reading a decimal off the page . Foundational, 11 points. Question 1 of 5.

    A terminating decimal is already a fraction. The digits after the point are tenths, hundredths and thousandths, so those digits can be set straight over ten, a hundred or a thousand with no arithmetic at all. What the reading does not do is finish the job, because the fraction it hands you need not be in lowest terms. This question runs three of those conversions and then turns the scaling shortcut round to use it as a check on one of them.

    1. Part A.

      Write 0.840.84 as a fraction in lowest terms. Name the decimal place the last digit occupies, say what denominator that place gives you, and show the reduction rather than just its result.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Convert 0.2080.208 and 0.950.95 the same way. For each, state the denominator the last place gives you before any reducing happens, and then give the fraction in lowest terms.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      The scaling shortcut runs this conversion backwards, so it can be turned into a check on it. Scale the fraction you produced in part A back up to a denominator that is a 11 followed by zeros and read a decimal off it. Then say what this check can and cannot catch: name one kind of slip it exposes, and one kind of imperfect answer it passes without complaint.

      Carry your own answer forward Scale up whatever fraction part A left you holding, right or wrong. If part A did not come out, the check works on any fraction whose denominator divides a 11 followed by zeros: multiply the top and the bottom by the same number until the denominator is one of those, then read off one digit for each zero.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Names the place the last digit occupies and writes the digits over a denominator carrying one zero for each digit after the point. . Worth 2 points.

    Divides the top and bottom by their greatest common factor, and checks the reduced fraction has nothing left to cancel. . Worth 1 point.

    Part B 4 points

    Reads each decimal onto the denominator its last place names, with one zero for each digit after the point. . Worth 3 points.

    Reports both fractions in lowest terms, having found the greatest common factor separately for each one. . Worth 1 point.

    Part C 4 points

    Scales the part A fraction up to a denominator that is a 11 followed by zeros and reads a decimal back off it. . Worth 1 point.

    Explains what every step of the round trip does to the value, and names a kind of slip that therefore cannot survive it. . Worth 2 points. needs an explanation, not just an answer

    Names a kind of answer the check passes without complaint, and says what property of an answer the check is blind to. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Write 0.720.72 and 0.1160.116 as fractions in lowest terms, then check each answer by scaling it back up to a denominator that is a 11 followed by zeros and reading the decimal off.

  2. 2. When the shortcut is available, and what its absence proves . Foundational, 12 points. Question 2 of 5.

    Long division turns any fraction into a decimal, but it is often unnecessary. When the denominator divides evenly into ten, a hundred or a thousand, scaling the fraction to that denominator hands you the decimal with no division of the numerator at all. This question uses the shortcut once, then meets a denominator none of those three will reach, and asks what that failure does and does not settle.

    1. Part A.

      Convert 1740\tfrac{17}{40} to a decimal without dividing the numerator by the denominator. State which of ten, a hundred or a thousand the denominator divides into, give the multiplier that gets it there, and read the decimal off.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Now try the same shortcut on 1116\tfrac{11}{16}. Show that none of ten, a hundred or a thousand can be reached from this denominator, then convert the fraction by long division instead, writing down the remainder at every step.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      A classmate turns the shortcut into a test: if a denominator divides none of ten, a hundred or a thousand, then that fraction cannot be written over a denominator that is a 11 followed by zeros at all, so its decimal cannot end. Explain what is wrong with treating those three as the whole list, and back your explanation by writing 1116\tfrac{11}{16} over a denominator that is a 11 followed by zeros.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Identifies which of ten, a hundred or a thousand the denominator divides into, and names the multiplier that gets it there. . Worth 2 points.

    Multiplies the top and the bottom by that same multiplier. . Worth 1 point.

    Reads the decimal off the scaled fraction with one decimal place for each zero in the new denominator. . Worth 1 point.

    Part B 5 points

    Tests each of the three target denominators against the given one and reports what stops it, rather than asserting that the shortcut is unavailable. . Worth 2 points.

    Carries the long division out place by place, recording the remainder produced at each step. . Worth 2 points.

    Says what the last remainder means for the number of decimal places in the answer. . Worth 1 point.

    Part C 3 points

    Says what the three familiar denominators are a list of, and what the shortcut's failure is therefore evidence about. . Worth 2 points. needs an explanation, not just an answer

    Writes the given fraction over a denominator that is a 11 followed by zeros, showing the multiplier used. . Worth 1 point.

  3. 3. Widths a cutting table will accept . Application, 12 points. Question 3 of 5.

    A workshop has a bolt holding 3535 metres of felt and cuts it into equal panels with nothing left over, so one panel is 3535 metres shared between however many panels are cut. The cutting table is set by typing that width in as a decimal number of metres, and it takes only a decimal that ends: a width whose decimal runs on for ever cannot be typed in exactly. Two panel counts are under consideration, 2828 panels and 1818 panels.

    1. Part A.

      Write the width of one panel as a fraction of a metre when the bolt is cut into 2828 panels, reduce that fraction to lowest terms, and give the width as a decimal number of metres.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points

    2. Part B.

      Do the same for a cut into 1818 panels. Reduce first, then convert by long division, recording the remainder at each step and stopping as soon as the remainders tell you to. If the division calls for bar notation, use it, putting the bar over exactly the digits it belongs over.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      A workshop assistant claims that neither panel count can work, on the grounds that 2828 and 1818 each carry a prime factor other than 22 and 55. Decide whether the two widths bear that claim out, and, if the assistant's test is not reliable as stated, say what has to happen to a fraction before its denominator is allowed to decide whether the decimal ends.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Turns the equal sharing into a single fraction of a metre, with the bolt length over the number of panels. . Worth 2 points.

    Reduces that fraction to lowest terms before converting it. . Worth 1 point.

    States the width as a decimal with the unit of length attached. . Worth 1 point.

    Part B 4 points

    Reduces first, then divides place by place, recording the remainder produced at each step. . Worth 2 points.

    If the decimal repeats, puts the bar over exactly the digits that recur and no others, using the repeated remainder to fix where the block begins. . Worth 1 point.

    States the width in metres. . Worth 1 point.

    Part C 4 points

    Matches each of the two widths to whether it can be typed in exactly, using the form of its decimal rather than its size. . Worth 2 points.

    Says what the two starting denominators are and are not able to settle on their own, and names the step that has to come before a denominator is read. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A second bolt holds 3333 metres of the same felt. Work out the width of one panel if it is cut into 2222 panels and again if it is cut into 1818 panels, giving each width as a decimal number of metres with a bar where one is needed, and say which of the two can be typed into the cutting table.

  4. 4. Testing a denominator rule . Reasoning, 14 points. Question 4 of 5.

    A denominator's prime factors are supposed to settle whether a fraction's decimal ends or repeats, with no dividing needed. Whether they do depends on which fraction the prediction is made about. This question makes two predictions, checks both by converting, and then puts a classmate's version of the rule under test in both directions.

    1. Part A.

      Predict, without dividing the numerator by the denominator, whether 4572\tfrac{45}{72} gives a decimal that ends or one that repeats, showing the work the prediction rests on and stating the rule you are applying. Then carry the conversion out and report the decimal.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    2. Part B.

      Do the same for 3345\tfrac{33}{45}: predict from the denominator, then convert. Say what the reduction did to the denominator's prime factors, how many copies of each it was able to remove, and what it left behind.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      A classmate writes down this test: a fraction's decimal repeats exactly when its denominator has a prime factor other than 22 and 55. That is two claims facing in opposite directions. Test each direction in its own right, support each verdict with a specific fraction, and repair whichever direction fails.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Reduces the fraction to lowest terms before any test is applied to its denominator. . Worth 2 points.

    Factorizes the reduced denominator, and separately carries the conversion out to a decimal. . Worth 2 points.

    States the rule the prediction rests on, including the condition the rule places on the fraction before it says anything about the denominator. . Worth 1 point. needs an explanation, not just an answer

    Part B 4 points

    Reduces, factorizes the reduced denominator, and converts to a decimal, putting a bar over exactly the digits that recur if any do. . Worth 2 points.

    Says how many copies of a prime a reduction can remove and what limits that number, rather than only reporting the reduced fraction. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Treats the claim as two separate statements and tests each one in its own right, rather than settling the pair together. . Worth 3 points. needs an explanation, not just an answer

    Supports each verdict with a specific fraction rather than a general assertion about denominators. . Worth 1 point.

    States the repaired rule in full with its condition attached, and says which of the two directions needed that condition. . Worth 1 point.

  5. 5. Where the bar goes, and why there has to be one . Reasoning, 13 points. Question 5 of 5.

    A long division that never reaches a remainder of 00 does not wander on without a pattern: it settles into a repeating block, and the bar is written over exactly that block and nothing else. The convention is to take the shortest block that repeats and start it at the earliest place it can start, so that one decimal has one bar notation rather than several. The remainders are what say where that block begins, and they are also the part of the division most easily thrown away. This question keeps them, uses them to place two bars, and then asks why a repeat is unavoidable in the first place.

    1. Part A.

      Convert 411\tfrac{4}{11} by long division, writing down the remainder after every step. Stop at the first remainder that has appeared before, name which one it was, and write the decimal in bar notation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      A classmate converts 712\tfrac{7}{12} and reports 0.5830.\overline{583}. Use the remainders of the division to say what is wrong with where that bar has been drawn, give the correct bar notation, and show one comparison of digits that rules the reported value out.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    3. Part C.

      Explain why a long division that never reaches a remainder of 00 must fall into a repeating block rather than running on without any pattern. Give the upper bound you get purely by counting the possible nonzero remainders when the denominator is 1212. Then say why the bar cannot always be drawn from the decimal point onwards.

      Explain why it works A sentence or two. Reasons, not steps. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Divides place by place and records the remainder produced at each step. . Worth 2 points.

    Names the remainder that recurs, and starts the bar over the digit produced by the first occurrence of that remainder rather than over an arbitrary group. . Worth 2 points.

    Part B 4 points

    Produces the division's list of remainders and identifies which one recurs and after how many steps. . Worth 2 points.

    Says which digits the recurring remainder accounts for and which it cannot, and separates the reported value from the true one by comparing decimals place by place. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Argues from the supply of possible remainders that one has to recur, and says why a recurring remainder forces the digits after it to recur too. . Worth 3 points. needs an explanation, not just an answer

    Bounds the length of the repeating block by counting the remainders available for the given denominator, and says what the bound comes from. . Worth 1 point.

    Explains what decides where the block begins, and what that means for the digits produced before it. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Convert 211\tfrac{2}{11} and 722\tfrac{7}{22} by long division, keeping the remainders. For each one, name the remainder that recurs, write the decimal in bar notation, and say which digits, if any, stand outside the bar.