This document outlines a formative assessment lesson to help students compare, convert, and order fractions, decimals, and percents. The lesson involves students working in small groups to match fraction, decimal, and percent cards and place them in order from least to greatest on a poster. They discuss their reasoning and challenge each other. A pre-test and post-test are used to assess student understanding before and after the activity. The goal is for students to improve at comparing and ordering different representations of fractions, decimals, and percents.

1. “Translating between Fractions,
decimals and percents”
Formative assessment lesson

2. Mathematical goals:
• Compare, convert between and order
fractions, decimals, and percents.
• Use area and linear models of fractions,
decimals, and percents to understand
equivalence.
• Objective 7.NS.1

3. Pretest- Answer the following within
8 minutes.
Put these numbers in order least to greatest:
1.) 0.62, 1.05, 0.05, 0.125, 0.4
2.) ⅞, ⅜, ¾, 3 , 9
16 16
Compare <,>, =. 3.) 40%___¼
4.) 0.7 __ 3 5.)0.4____33%
5

4. Pretest
• Do not score responses
• Assess what their current level of understanding is and different
problem solving approaches.
• Look at the common issues:
- looks at the length of decimal to put I order
- compares numerator & denominator separately when comparing
fractions
-ignores numerator/denominator
- assumes 1% = 1 over 1
-assumes fractions are always smaller/greater than percents
- focuses on size of digits rather entire number

5. Materials needed for lesson
activity:
• Each small group will need some
plain paper for scratch work, copies of
the card sets, poster paper and a glue
stick.

6. Directions for activity
• Put students into small groups 2/ 3
• Give out card set A to each group, cut
them up and fill in blanks on the cards.
• Figure out the missing decimal/percents
and fill them in. (Leave the card with
neither a percent or decimal for now.)
• When you finish, place the cards in order
from the smallest on the left to the largest
on the right.

7. Working together
Take turns to:
- Fill in the missing decimals and percents.
- Place a number card where you think it goes on the
table from smallest to largest.
- Explain your own thinking.
- The other member(s) must check & challenge your
explanation if they disagree.
- Continue until you have placed all cards in order.
- Check that all of you agree about your answers & the
order of the cards.
TEACHER DOES NOT CORRECT WORK!

8. Working together- part 2
• Now give out card set B to groups
• Match these cards to the decimal/percent cards laying
down on the table.
• Cards with the same value should be under each
other together.
• Fill in any gaps on the cards so that every card has a
match. You will need to complete the blank card from
card set A now too.
• Change the order if you change your mind.
• Make a note of your changes.
• Explain your thinking to each other.
• Check and challenge each other to make sure you are
correct!

9. Continue working….
• Give out card set C: fractions
• Give out card set D: scales
• Follow same directions: least to greatest
DECIMALS
PERCENTS
FRACTIONS
AREA(BOXES)
SCALES ( # LINE)
EXTRA CREDIT: Find card equivalents to go
between the numbers you have already

10. POSTER TIME
• Give out poster paper and glue stick
• Students glue cards on poster in the
correct order: (least – greatest)
DECIMALS
PERCENTS
FRACTIONS
AREA(BOXES)
SCALES ( # LINE)

11. Whole class discussion ?s
• Share one thing you learned
• What card were you sure to place and why?
• Which card were you unsure about and why?
• Which card is the lowest? Highest?
• Which card set was easier to place in order and
why?
• Between which two fraction cards would ¼ go
between? Why?
• Where would 40% go & why?
• Any questions?

12. Review Pretest
• Give back pretest and let students review
answers and discuss their responses.
• Share correct responses and discuss any
questions.

13. Pretest Answers
Put these numbers in order least to greatest:
1.) 0.62, 1.05, 0.05, 0.125, 0.4
0.05, 0.125, 0.4, 0.62, 1.05
2.) ⅞, ⅜, ¾, 3 , 9 3 , ⅜, 9 , ¾, ⅞
16 16 16 16
Compare <,>, =. 3.) 40%_>_¼
4.) 0.7 _>_ 3 5.)0.4_>_33%
5

14. Post Assessment
Put these numbers in order least to greatest:
1.) 0.258, 0.52, 0.4, 1.25, 0.04
2.) ¾, ½, 5 , 5 , ¼
16 8
Compare <,>, =. 3.) 30%___⅓
4.) ¾____ 0.6 5.) 0.7___7%
• Grade and go over post assessment with
class.

15. Post Test Keys
• 1.) 0.04, 0.258, 0.4, 0.52, 1.25
• 2.)¼, 5 , ½, 5 , ¾
16 8
• 3.) >
• 4.) >
• 5.) >