Teach Your Kids Arithmetic - Fractions, Percents, and Decimals

Homeschool Worksheets - Teach Your Kids Arithmetic - Fractions, Percents, and Decimals

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Admittedly fractions are trouble for most students. In my previous article I talked about why this is so. Percents and decimals too present their share of problems to young students-adults as well. There is an tantalizing relationship in the middle of these three mathematical entities and here it is: fractions, percents, and decimals are variations of one and the same thing.

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Homeschool Worksheets

That is correct! These three tantalizing mathematical objects, which go parading colse to as though they had independent identities, are assuredly one and the same. It's like Clark Kent and Superman: you take off the glasses and suit, and you get Superman. Learn about the personality of one, and you've mastered the intricacies of the other.

When I pointed this relationship out while one of my lessons, one trainee looked at me in amazement and said that he never realized that. This boy had gone straight through school for twelve years-he was a senior in high school-and never saw that connection. When I would stress this relationship throughout my dissimilar classes, I would get similar reactions from many students: they just never made the relationship that connected these three seemingly dissimilar ways of expressing a mathematical idea.

Now this is a question with mathematics instruction in this country. Connections are not made in the middle of topics in this difficult discipline. For this reason, students are left scratching their heads wondering when in the world they will ever use something like a decimal, a fraction, or a percent, even though these basic things are assuredly encountered everyday. This failure to connect math to reality harks back to questions like "Why are manhole covers round?", which I presented in my article Why Study Math - The Circle

For those educators reading this, they know that a base rebuttal of the math trainee is "When am I ever going to use this?" In fact, a base gripe I would hear is "This is totally useless stuff." In preparation for these questions, I worked diligently so that I could show students that there assuredly was a connection-a reason-why they were learning the particular chapter at hand.

For the topic in question-fractions, percents, and decimals-students must be made aware that a fraction is a percent and that a percent is a decimal. Once students know that they are dealing with one and the same thing, and not three isolate ones, they feel less overwhelmed from having to know all about percents, all about fractions, and all about decimals. When students now see 1/8, they know that this is a mathematical synonym for 12.5% or 0.125. Similarly 1/4 is 0.25 which is 25%; 3/8 is 37.5% or 0.375; ½ is 50% or 0.5; 5/8 is 62.5% or 0.625 and 3/4 is 75% or 0.75.

As inescapable as the previous mathematical synonyms are to those who understand them, these relationships elude many students, and they end up in ignorance, much like the senior of mine mentioned earlier-and this can be a life-long ignorance, unfortunately. Yet once connections like that among fractions, percents, and decimals are made, connections and cross links are made in other areas as well. When this is done, mathematics is no longer the formidable bugbear that many take it to be.

See more at Help with Fractions

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