Math-in-CTE Lesson Plan

Lesson Title: Conversions for New Document Set-up Lesson Number : 43
Occupational Area: Advertising & Graphic Design
CTE Concept(s): Converting Standard Measurements To Decimals for Layout Design
Math Concepts : Converting Fractions to Decimals
Lesson Objective: Using measurements provided by the instructor, the student will learn to convert fractions from a ruler to decimals when setting margins for a basic newspaper ad.
Supplies Needed: A ruler, a piece of paper and a computer equipped with industry-accepted page layout software ( like inDesign
or QuarkXPress).
(and answer key)
1. Introduce the CTE lesson.

When setting margins for a new documents setup, it is common to discuss , plan and even measure elements using only inches and their accompanying fractions.

But digital layout apps, like many graphic interfaces, use decimals,instead of fractions, as a more widely accepted standard (as it is a part of the Metric System of Measurement) of measurement. Your familiarity with decimals and how to convert fractions accurately is vital.

This is especially true when considering our emerging global
marketplace and the increased possibility of using vendors and servicesthat do not support fractions.

Ask a Student: What are some of the graphic apps that you might use decimals instead of fractions?
Answer: inDesign, QuarkXPress, Illustrator, and
Photoshop are just a few.Standard of Measurement based
on units of 10.
2. Assess students’ math awareness as it relates to the CTE lesson.

Ask a Student: What is a Decimal?

Explain the 3 basic steps used to convert fractions into decimals.

STEP 1: Indentify the Numerator and the Denominator .

STEP 2: Divide the Numerator by the Denominator.

STEP 3: Continue dividing and round to the nearest one hundredth or 3
places past your decimal point. Then simplify .
Standard of Measurement based on units of 10.
3. Work through the math example embedded in the CTE lesson.

You’re opening a new project in Quark. Your creative director has
requested your margins to be set at 1/8 of an inch but you are prompted
with a dialogue box that asks you to set them in decimals.

Ask a student: What first step must be taken to convert the

Ask a student: What’s the next step?
Answer: Identify the numerator and the denominator .

Answer: Divide 1.0 by 8. The answer is .125.
4. Work through related, contextual math-in-CTE examples.

1. You’re going to convert a ruled measurement you took from a
package design into a decimal to render in QuarkXPress. A tab
is 1 1/16 of an inch wide. How wide is it in decimal form?

2. A picture you scanned is 2 5/32 inches wide. How wide is the
picture in decimal form?
Answer: 1.163 (round to the nearest 100th)

Answer: 2.156 (round to the nearest 100th)
5. Work through traditional math examples.

1. Convert ½ to decimal.

2. Convert 2 3/8 to a decimal.

3. Convert 12 ¼ x 7 11/16 to a decimal.
Answer: .5

Answer: 2.376

Answer: 12.25 x 7.686
6. Students demonstrate their understanding.

Ask a Student: If you had a tab that measured 4 1/4 inches long, what
steps would you take to convert that measurement to decimals?
Answer: First, identity the numerator and the
denominator. Second, divide the numerator by the
denominator and continue to divide to the nearest 100th.
Finally, simplify if you can .
7. Formal assessment.

Test Questions:

1. You are working on a new package design for an upscale
sunglasses company. The top of your design has a flap that is 3
¼ inches square on top with a tab that is 6/8 of an inch wide and
3 and ¼ inches long. Convert the measurements to decimals, and
then accurately render those dimensions in a new project

2. You are constructing an ad for the local newspaper that will be 2
1/4 inches wide by 10 3/8 inches long. Convert the measurement
to decimals and then render a picture box of equal size in a new
project window.
Answer: 3.25 x 3.25 on top. The tab is .75 x 3.25.

Answer: 2.25 x 10.376
Adaptations for special needs students. Teacher Notes:
Students could use a scientific calculator , although
understanding how Metric and Standard relate to each other
allows the student to make accurate estimates when a calculator
isn’t available. Because of this, it is suggested that additional
time be allotted with the aid of a Learning Facilitator.
Math Standards and Assessment Anchors addressed with this lesson .
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