# Fraction, Percentage and Decimal Wheels

These fractions and their correlating percentages and decimals are presented on a wheel that can be cut and magnetically stuck to your white board for a constant visual reminder.

Fractions, percentages and decimals can be a difficult concept for students to understand. Print out these fraction, percentage and wheels, laminate them and attach small magnetic strips to them. They can then be used on the white board as a poster or students can move them around in different Math activities.

Fraction, Percentage and Decimal Wheels include:

- Whole
- Half
- Quarter
- Third
- Fifth
- Tenth
- Eighth

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#### Common Core State Standards alignment

Grade 2 > Standards for Mathematical Practice > Geometry > Reason with shapes and their attributes > **CCSS.MATH.CONTENT.2.G.A.3**

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.3**

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.B**

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.C**

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.D**

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade 3 > Standards for Mathematical Practice > Measurement & Data > Geometry > Reason with shapes and their attributes > **CCSS.MATH.CONTENT.3.G.A.2**

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.1**

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.2**

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.3 > **CCSS.MATH.CONTENT.4.NF.B.3.B**

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > **CCSS.MATH.CONTENT.4.NF.B.4**

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.4 > **CCSS.MATH.CONTENT.4.NF.B.4.A**

Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.5**

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.6**

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.7**

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Grade 5 > Standards for Mathematical Practice > Number & Operations in Base Ten > Perform operations with multi-digit whole numbers and with decimals to hundredths > **CCSS.MATH.CONTENT.5.NBT.B.7**

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

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