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Big Ideas Math: Modeling Real Life, Grade 7
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Big Ideas Math: Modeling Real Life, Grade 7 View details
3. Converting Between Fractions and Decimals
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Exercise 31 Page 65

Start by writing the decimal number as an improper fraction. Recall that - 2.32 can be read as - 232 hundredths.

- 2 825

Practice makes perfect

We want to write the given decimal number as a mixed number. - 2.32We will first write it as an improper fraction. To make this easier, we can keep in mind that this number can be read as - 232 hundredths. Therefore, we can write it as a fraction with a numerator of - 232 and with a denominator of 100. Then we can simplify the fraction by dividing both the numerator and denominator by 4.

- 232/100
MoveNegNumToFrac

Put minus sign in front of fraction

- 232/100
ReduceFrac

a/b=.a /4./.b /4.

- 232/4/100/4
CalcQuot

Calculate quotient

- 58/25

Now we can write the newly obtained fraction as a mixed number. Let's do it!

- 58/25
â–¼
Write fraction as a mixed number
WriteSum

Write as a sum

- 50+8/25
WriteSumFrac

Write as a sum of fractions

- (50/25+8/25)
CalcQuot

Calculate quotient

- (2+8/25)
AddTerms

Add terms

- 2 825

Alternative Solution

 Using Only the Decimal
Another way that we can approach this type of situation is by only looking at the decimal part. Instead of reading the given number as - 232 hundredths, we can read it as -2 and 32 hundredths. -2.32=-2 32 100 Then, just as we did before, we will simplify the fraction part by dividing the numerator and the denominator by 4.

-2 32100
ReduceFrac

a/b=.a /4./.b /4.

-2 32/4100/4
CalcQuot

Calculate quotient

- 2 825
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arrow_right Try It p.62-63
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Try It 2 (Page 62)
Try It 3 (Page 62)
Try It 4 (Page 62)
Try It 5 (Page 63)
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Try It 8 (Page 63)
arrow_right Self-Assessment for Concept & Skills p.63
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Self-Assessment for Concept & Skills 10 (Page 63)
Self-Assessment for Concept & Skills 11 (Page 63)
Self-Assessment for Concept & Skills 12 (Page 63)
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arrow_right Self-Assessment for Problem Solving p.64
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arrow_right Review & Refresh p.65
Review & Refresh 1 (Page 65)
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arrow_right Concept, Skills, & Problem Solving p.65-66
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