Students discovered that in order to do this you need to make an equivalent fraction with a denominator or 10 or 100. So students had to analyze the fraction and decide whether the current denominator was a factor / multiple of 10 or 100, and then work to convert that fraction into an equivalent one and follow up with then making it into a decimal.
I was pleased at how well the students applied their previous knowledge to this task and took to being able to grasp this concept quickly.
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