Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.1 – Fractions to Decimals

A fraction is a part of a whole. For example, is a fraction;

it means 1 out of 5 possible pieces.

Fractions also illustrate division. For example, also

means which equals .

Every fraction has a numerator (top number)

and a denominator (bottom number).

All fractions can be written as either terminating or repeating decimals; that is, when
we divide the numerator by the denominator the digits in the answer will either
terminate or repeat.

Terminating Decimals

The fractions below,

= 0.5, = 0.2 and = 0.75,

terminate since they have a finite

number of digits after the
decimal point (they stop).

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Repeating Decimals

The following fractions,

= 0.11111…., = 0.181818… and = 0.428571428…

are repeating decimals since a

digit or block of digits after the
decimal point repeats without end.

We can write a bar above the repeating digits to indicate repetition.

For example,

0.11111…. = , 0.181818… =0. and 0.428571428… =

Example: Using a calculator, change the following fractions into decimals and tell if it is
repeating or terminating.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example 2: Patterns sometimes occur when we write fractions in decimal form.

Using a calculator, change the following fractions into decimals and tell if it is repeating
or terminating. What do you notice?

a) b) c)

d) e) f)

What rule can we write for changing fractions into decimals that have a
denominator of 9, 99, 999 etc?

Example 3: Given the pattern , ,

a) Determine the decimals for and

b) What fraction will have 0.636363… as a decimal?

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Fractions with Denominators of 10, 100, 1000

A fraction with a denominator of 10, 100 or 1000 can be

easily converted into a decimal.

The number of zeros indicates the number of places

the decimal needs to shift to the left in the numerator.

For example, consider . In this case the numerator is 3 or 3.0.

Since there is one zero in the denominator, move the decimal one place to the left.

Move one
decimal place

has one zero in

This means,
the denominator
3.0 = 0.3
Let’s consider
Move two
decimal places

has two zeros in

This means,
the denominator
57 0 = 0 57
Example 1: Write the decimal equivalent for each fraction.

a) b) c) d)

e) e) f) g)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

If the fraction does not have a denominator of 10, 100 or 1000, we try to change the
denominator to 10, 100 or 1000, and then write as a decimal.

Let’s consider . Can we easily change the denominator to 10, 100 or 1000?

can be easily changed to by multiplying the numerator and denominator by 2.

Therefore, = 0.8.

Example 2: If possible, write each of the following fractions with a denominator of 10,
100 or 1000 and then write the decimal equivalent.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Reducing Fractions

Sometimes we may be asked to reduce, that is, make the fraction smaller.

To do this, we find the biggest number that divides evenly into

the numerator and denominator.

For example, consider .

The biggest number that divides evenly into 100 and 200 is 100.

Therefore,

Example: Write each fraction in simplest form.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Writing Decimals as Fractions

To write a decimal as a fraction, we count the number of decimal places to the right of
the zero…that’s how many zeros get placed in the denominator. We then reduce the
fraction if possible.

Let’s consider 0.55,

This means,
Two zeros in the
two numbers
denominator
after the decimal
This can be
reduced!

Example: Write each decimal in fractional form. Reduce if possible.

a) b)

c) d)

e) f)

g) h)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Mixed Numbers and Improper Fractions

An improper fraction exists when the

numerator is larger than the denominator.

To write a mixed number as an improper fraction, we:

1. Multiply the denominator by the whole number and add the numerator.

2. Keep the denominator the same.

Our answer is

Example: Write each mixed number as a improper fraction:

a) 3 b) 2 c) 3

d) 1 e) 3 f) 5

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

To write an improper fraction as a mixed number we do the reverse:

1. Find out how many times the denominator goes into the numerator. This
becomes our whole number.

2. Whatever is “leftover” goes over the denominator as a fraction.

Example: Write each improper fraction as a mixed number.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.2 – Comparing and Ordering Fractions and Decimals

We will use several methods to compare and order fractions:

1. Model fractions and/or decimals using blocks, fraction pieces, pattern blocks, etc.

2. Cross Multiplying (Butterfly Method)

3. Changing to decimals and comparing using place value

4. Comparing using benchmarks such as 0, or 1

5. Comparing common numerators or denominators using equivalent fractions.

Cross Multiplying (Butterfly Method)

Consider the fractions and .

When we draw models for each

fraction, we can easily see that
is bigger than .

We can easily compare two fractions by using the Butterfly Method.

24 20
3 5 So,

4 8
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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example: Using the Butterfly Method, fill in each with or .

a) b) c)

d) e) f)

g) h) i)

Changing Fractions to Decimals and Comparing Place Value

It is easy to compare decimals using place value.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

For example, let’s order these decimals from least to greatest!

0.25 1.125 0.537 0.205 1.12

Example: Use place value to compare each pair of numbers by placing <, > or =
between them.

a) 0.52 0.478 b) 0.143 0.14

c) 0.214  0.21 d) 1.497  0.485

e) 0.77  1.077 f) 0.089  0.089

g) 1.425  1.42 h) 0.112  0.12

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

We can also compare fractions by first changing them to decimals

and then using place value.

For example,

a) consider and .

Using the methods we learned previously, we know that

= __________ and = __________

b)

Example 1: Compare each pair by converting to decimals and writing a or

between them.

a) b) c) 0.7

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

d) e) f) 0.034

g) 1.083 h) 2.4 i)

Example 2: Change the following fractions to decimal form and order from least to
greatest.

a)

b)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Using Benchmarks to Compare Fractions

We can use the benchmarks and 1 to compare and order fractions.

For example, would be closer to 0 since the numerator is much smaller than the
denominator, whereas is about since 7 is about half of 15.

Let’s consider and .

Using benchmarks, we can order fractions from least to greatest.

_________ _________ _________

We can arrange the fractions from least to greatest on a number line:

Example: Use benchmarks and a number line to order each set of numbers from least
to greatest.

a)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b)

Comparing Common Numerators or Denominators Using Equivalent Fractions

What are Equivalent Fractions?

Equivalent fractions are fractions that have the same value, even though they may look
different.

For example,

The above fractions are all equivalent fractions. We can easily see that half of the circle
is shaded in each diagram, even though the diagrams look a little different.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

We can make equivalent fractions by multiplying (or dividing) the numerator and
denominator by the same number.

×2 ×2

Change the bottom

using multiply or divide
…and the same to the top
×2 ×2 must be applied!

Example 1: Find the missing value in each fraction below.

a) b) c)

d) e) f)

g) h) i)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

We can compare fractions by using equivalent fractions with common numerators or

denominators.

Common Numerators

Let’s consider and .

We can make both numerators the same simply by multiplying by 2.

So we have =

We can easily see that is bigger than or .

When the numerators are the same, the larger fraction has the smaller denominator.

Example: Compare the fractions using common numerators and writing a

between them.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Common Denominators

Let’s consider and .

We can make both numerators the same simply by multiplying by 2.

So we have =

We can easily see that or . is bigger than .

When the denominators are the same, the larger fraction has the larger numerator.

Example 1: Compare the fractions using common numerators and writing a

between them.

a) b) c)

d) e) f)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example 2: Order the following fractions from least to greatest using common
numerators or denominators:

a)

b)

c)

Example 3: Find a number between each pair of numbers.

a)

b)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

c)

d)

e)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.3 – Adding and Subtracting Decimals

Estimation is an important part of mathematics and a very

handy tool for everyday life. It should be used to develop a
sense of the size of an answer for any calculations involving
decimals and to determine whether or not the
computations make sense.

There are many ways to estimate an answer. One method is called "Front End
Estimation." The name comes from the way that you round; we round to whatever
number is in the front.

For example, to estimate

we simply use the whole numbers

= 24

Once this estimation is complete, the calculation must be performed.

Adding and Subtracting Decimals

To add or subtract decimals, make sure to:

1. Write the numbers down under one another,

so that the decimals line up.

2. Add in zeros so that all numbers have the same length.

3. Add or subtract as you normally would, remembering to

put the decimal in your final answer.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

For example,

1. Line up the decimals: 1 . 345

+1.2

2. Add in zeros: 1 . 345

+ 1 . 200

3. Add normally: 1 . 345

+ 1 . 200
2 . 545

Example 1: Estimate the answer for each of the following then add to determine the
exact sum.

a)

Estimate: ______________

b)

Estimate: ______________

c)

Estimate: ______________

d)

Estimate: ______________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example 2: Estimate the answer for each of the following then subtract to determine
the exact difference.

a)

Estimate: ______________

b)

Estimate: ______________

c)

Estimate: ______________

d)

Estimate: ______________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Practice Problems

1.

2.

3.

4.

5.

6.

7.

8.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

9.

10.

11. Bob has $178.74 in his checking account. He wrote checks for $36.52, $18.92,
and $25.93. What is the final balance in Bob’s checking account?

12. Simon tallied his bills for building a deck on his house. He paid for the following
expenses: labor, $672.25; gravel, $86.77; sand, $39.41; cement, $180.96; and
bricks, $204.35. What was the total cost for the deck? If he budgeted $1000, was
he over or under budget? By how much?

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.4 – Multiplying Decimals

In previous grades, we learned how to multiply whole numbers using base 10 blocks.
Now we will extend this method to decimals.

Base-ten blocks:

1 0.1 0.01

Let’s build a rectangle that has a length of 2.1 and a width of 1.6.

2.1
Tally

1.6

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example: Draw the diagram to show the following. Write the product.

a)

b)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

To multiply decimals without models, we multiply the same way we multiply two
whole numbers.

Just follow these steps:

1. Multiply normally, ignoring the decimal points.

2. Put the decimal point in the answer - it will have as many decimal places as the two
original numbers combined.

In other words, just count up how many numbers are after the decimal point
in both numbers you are multiplying; the answer should have that many numbers
after its decimal point.

For example,

start with: 0.5 × 1.3

multiply without decimal points: 5 × 13 = 65
0.5 has 1 decimal place,
and 1.3 has 1 decimal place,
so the answer has 2 decimal places: 0.65

Example: Multiply the following. Estimate first, and use your estimate to check the
reasonableness of your answer.

a)

Estimate:__________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b)

Estimate:__________

c)

Estimate:__________

d)

Estimate:__________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.5 – Dividing Decimals

We can also divide decimal numbers using base 10 blocks.

Dividing is the opposite of multiplying.

Let’s consider

DIVIDEND DIVISOR

The divisor(s) are placed on the outside of the rectangle while the dividend is placed on
the inside.

If 2.1 is placed inside the rectangle, how can the blocks be arranged to fit?

We get

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example: Draw the diagram to show the following. Write the quotient.

a)

b)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

To divide decimals without models, we have to get rid of the decimal in the divisor.
However many places we move the decimal to get rid of it, we have to move the decimal
the same number of places in the dividend.

For example,
so we
means move the
decimal

We get

Example 1: Divide the following.

a)

Estimate:__________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b)

Estimate:__________

c)

Estimate:__________

d)

Estimate:__________

Example 2: Use front-end estimation to determine where the decimal should be placed
in the following quotients:

A.

B.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.6 – Order of Operations with Decimals

Recall: Multiplication/Division are completed from left to right

Addition/Subtraction are completed from left to right

Examples:

a)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b)

c)

d)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

e)

f)

g)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.7 – Relating Fractions, Decimals and Percents

Percent means per hundred or out of 100.

We know that 0.63 = .

Just think, if you received that mark on a test, that would be 63%.
We also know that = 0.63 (we move the decimal two
places left because we have two zeros).

Example 1: Write the following percents as fractions out of 100 (reduce if possible)
and as decimals.

a) 5%

b) 17%

c) 50%

d)

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example 2: Write each as a fraction over 100 and then as a percent.

a)

b)

c)

d)

e)

f) 0.35

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Example 3: Explain how you would estimate the percentage when

a test score is 26 marks out of 55.

Example 4: Determine the percent of a book that is left to read if the class has read 60
out of 150 pages. Explain your thinking.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Section 3.8 – Solving Percent Problems

Percents are used in everyday life – commission, discounts, sales
tax and tips at restaurants are just a few examples.

To find a percent of a number we think:

What is of 25?

Remember: 15% = = 0.15

In math terms, the word “of” means multiply.

This means we now have

We can multiply this as we normally would.

Example: Find the percent of each number.

a) 8% of 256

What is 8% as a decimal? ____________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b) 98% of 98

What is 98% as a decimal? _____________

c) 102% of 112

What is 102% as a decimal? _____________

Discount is an amount taken off of a normal price.

Sale price is the price that is being paid after the deduction.

For example: Calculate the sale price.

a) A snowboard that costs $99 is on sale for 35% off.

Discount: ___________ Sale price: ____________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b) A DVD player that costs $36 is on sale for 68% off.

Discount: ___________ Sale price: ____________

Tax is an amount determined by the government on workers'

income and business profits or added to the cost of some goods,
services, and transactions.

Taxes are calculated the same way as any other percent, using the
amount of tax indicated.

Example: Find the total price, including HST (NL: 13%) on each of the following.

a) a pair of skates: $56. (Find 13% of 56)

Tax: ____________ Total: ____________

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

b) a baseball bat: $31

Tax: ____________ Total: ____________

Example 2: A survey indicated that 42% of the students in a school wanted the
cafeteria to add pizza to the menu. If there are 289 students in the school, how many of
them want pizza on the menu?

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

Practice Problems

1. Using NL and Lab sales tax, find the tax for each of the following:

a) a pair of shoes selling for $34.99

b) a hat selling for $20.00

c) a car selling for $12 900

2. Hollie bought a pair of skates for $320.00. How much did the skates cost with
taxes?

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

3. Find the discount on each of the following:

shoes $45.99, on sale 30% off Playstation $199.99, 20% off

4. Marshall had to buy a scientific calculator for math. He went to Staples and saw a
calculator regularly priced at $20.00, with a discount of 30%. He had $20.00 in
his pocket. Did he have enough to buy the calculator including taxes?

a) Find the discount.

b) Sale price of calculator

c) Taxes

d) Final price of calculator.

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Grade 7 Mathematics Unit 3: Fractions, Decimals and Percents

5. Johnny has $450 which he places in a savings account, earning 0.5% per year.
Calculate the interest he will earn.

b) If he doesn’t withdraw any money, how much will he have in total at the end of
the year?

6. Pat is hired as a salesperson for an antique dealer. Pat thinks he can sell $4500
worth of antiques each week. He is offered two methods of payment. 12%
commission on sales or 8% of commission on sales plus $100 per week. Which
method of payment results in a higher salary, and by how much?

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