Presents an activity on fractions and explains how students obtain different fractions having different patterns when they are represented by their decimal expansions. (ASK)

Finding a fractional number equal to an infinite decimal is solved by two usual methods. Then a third method is discussed that allows students to avoid having to confront the idea of an attained infinity of symbols. (MNS)

Mathematical concepts can be learned from games played with a standard deck of cards. New decks based on equivalent suits of fractions or decimals can also be created and adapted to any card games the students may wish to play. A deci-deck is an example. (Author/KM)

An efficient division algorithm is developed, using a computer program, to convert any positive fraction to its decimal representation. The computer program listing is included. (MNS)

Discusses a strategy for clarifying students' understanding of decimals, improving their ability to read decimals, and increasing retention of decimal skills. (YP)

Suggestions are given for activities to use to introduce common and decimal fractions. Models are used initially and symbols are introduced slowly. Decimals are related to common fractions. (MP)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Discusses problems related to teaching decimals and fractions and converting between these two representations. Provides problems and activities that teachers can use in their classrooms to overcome student difficulties related to these subjects. (ASK)

Work with recurring decimals provides pupils with an opportunity for exploration and examination of a wide variety of mathematical ideas and strategies. Examples of work done by one group of pupils who were presented with an opportunity to explore such decimals is featured. (MP)

The use of money to teach mathematical topics such as fractions, percents, decimals, and nondecimal numeration is encouraged. (MP)

Interesting mathematical questions that require computations involving fractions, percentages, and decimals are presented. The material is designed for students in the middle school grades, but many of the ideas could be used with higher or lower level pupils. (MP)

Discusses the characteristics of repeating decimals to facilitate the translation of repeating decimals to fractions. Describes the algebraic and arithmetic methods for converting the repeating decimal. Illustrates arithmetic operations for n-digit integer. Eight references are listed. (YP)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

This section presents materials to reinforce computational skills involving fractions and decimals using an Olympic Games setting. Four worksheets are included for levels 1 through 8. (MNS)

Focusing on sports-oriented themes, activities that present computation and problem-solving examples that involve fractions, decimals, and percent are discussed. Worksheet masters suitable for duplication for classroom use are provided. (MP)