Describe the two example-selection guidelines to consider when teaching students to convert a fraction to a percent. Explain why these example-selection guidelines are important
What will be an ideal response?
Two example-selection guidelines are critical for teaching students to convert a fraction to a decimal. First, proper and improper fractions should be included so that students can see that the strategy also applies to percentages greater than 100% 
The second example selection guideline relates to the need to round answers. Initially, problems should be limited to fractions that do not require rounding off to compute the percent. Problems that must be rounded off require an extra step and should not be introduced for several weeks. The fractions 
are examples of fractions that do not require rounding off. Later, fractions such as 
that do require rounding off may be included.
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What will be an ideal response?