Math // Fractions

Decimals and fractions (age 11+)

Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8); convert fluently between the two forms

Ages
11 to 13
Type
Method
Builds on
2 topics
Leads to
1 topic
Standards
2 codes

Quick check

If the learner sees 0.375 on a calculator display, can they convert it to a fraction in its simplest form — without using the calculator?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Convert any terminating decimal to a fraction in simplest form
  • Convert any fraction with a denominator whose prime factors are only 2 and 5 to a terminating decimal
  • Explain why some fractions produce terminating decimals and others do not

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

2 topics
  • Fractions // Ages 8 to 11

    Working between terminating decimals and fractions requires 'terminating decimal' vocabulary

  • Fractions // Ages 10 to 11

    Fluent fraction-decimal conversion builds on Y6 decimal fraction equivalents

You are here

Decimals and fractions (age 11+)

Ages 11 to 13 // Method

Leads to

1 topic
  • Number Representation & Place Value // Ages 13 to 14

    Understanding rational vs irrational requires fluency with fraction-decimal conversion

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

Terminating decimals and fractions are two notations for one value, with percentages a third. A terminating decimal is read by its LAST place value to get a power-of-ten denominator (0.375 = 375/1000), then simplified (= 3/8). Converting a fraction to a decimal is division (3 ÷ 8 = 0.375) or, equivalently, scaling the denominator up to a power of ten (3/8 = 375/1000 via ×125). The deep idea: a fraction in lowest terms terminates exactly when its denominator's only prime factors are 2 and/or 5 (the primes of ten); any other prime factor (3, 7, 11…) makes it recur. Learners should both convert fluently in both directions AND predict termination from the denominator's prime factorisation, not by dividing and guessing.

Common misconceptions

  • Reads 0.375 as 375/100 (denominator doesn't match the last place value)
  • Inverts the division, computing 8 ÷ 3 instead of 3 ÷ 8
  • Believes every fraction terminates, or truncates a recurring decimal (1/3 = 0.3) and treats it as exact
  • Decides whether a decimal terminates from the numerator or 'how neat it looks' rather than the denominator's prime factors

Useful representations

  • Place-value columns (tenths, hundredths, thousandths)
  • Prime-factor trees of denominators
  • Short division for fraction→decimal
  • FDP triple number line / equivalence cards
  • Hundredths and thousandths grids

Teaching practices

  • Read a decimal by its LAST place value to get the denominator (0.375 = 375 thousandths), then simplify to lowest terms
  • Teach fraction→decimal two ways — as division (numerator ÷ denominator) AND as scaling the denominator to a power of ten (3/8 = 375/1000 via ×125)
  • Make the '2s and 5s only' test explicit by contrasting terminators (1/8, 1/20, 1/40) with recurrers (1/3, 1/6, 1/7) and factorising each denominator
  • Treat FDP as three views of one number on a triple number line so conversion is re-notation, not new arithmetic
  • Show a recurring decimal actually recurring (1/3 = 0.333…) so children do not truncate it and call it exact

Activities to try

  1. 1

    Scale to a power of ten — does it land?

    Why it works: A fraction in lowest terms terminates exactly when its denominator is built only from the primes 2 and/or 5 — because those are the primes of ten, so the denominator can be scaled to a power of ten. Any other prime factor forces a recurring decimal.

    1. Take 1/8 and try to turn it into tenths, then hundredths, then thousandths: find the multiplier (×125) that makes the denominator 1000, giving 125/1000 = 0.125; confirm it 'lands' exactly.
    2. Now try 1/3 the same way: aim for 10, 100, 1000… and find that no power of ten works; carry out the division 1 ÷ 3 and watch the 3s continue (0.333…), a recurring decimal that never stops.
    3. Write each denominator as a product of primes side by side: 8 = 2×2×2; 6 = 2×3; 3 = 3. Mark which denominators are built only from 2s and 5s.
    4. State the rule you discover in your own words, then test it on 1/20, 1/40 (should terminate) and 1/6, 1/7 (should recur), factorising each denominator first.
  2. 2

    Read a decimal by its last place value

    Why it works: A terminating decimal IS a fraction with a power-of-ten denominator; reading the last place value gives that denominator, and simplifying gives lowest terms. Fraction→decimal is division (numerator ÷ denominator), equivalently scaling to a power of ten.

    1. Name the place value of the LAST digit of 0.375 (thousandths), so the starting denominator is 1000: write 0.375 = 375/1000.
    2. Simplify stepwise to lowest terms: 375/1000 = 3/8 (divide both by 125). Check the simplified fraction against the original decimal.
    3. Repeat with other decimals (0.2 = 2/10 = 1/5; 0.25 = 25/100 = 1/4; 0.35 = 35/100 = 7/20), each time naming the last place value first.
    4. Reverse the direction: convert 3/8 to a decimal two ways — divide 3 ÷ 8, and scale 3/8 to 375/1000 — and confirm both give 0.375.
  3. 3

    Sort, match and fill the gaps (consolidation)

    Why it works: Bidirectional conversion to simplest form becomes fluent, and the terminate/recur judgement is made from the denominator's prime factors rather than by trial division.

    1. Match terminating decimals to their simplest fractions: 0.375 ↔ 3/8, 0.2 ↔ 1/5, 0.25 ↔ 1/4.
    2. Sort a set of fractions into two columns, 'terminates' and 'recurs', by inspecting each denominator's prime factors (not by dividing): e.g. 7/40 and 1/20 terminate; 5/12 and 1/6 recur.
    3. Fill in the chain 0.375 = __/1000 = __/8, then explain each step (last place value → denominator, then the ÷125 simplification).
    4. Transfer to unfamiliar fractions: predict whether 9/25, 4/15 and 6/15 terminate, justify from the prime factors of each denominator in lowest terms (6/15 = 2/5), then check by converting (9/25 = 0.36; 4/15 = 0.2666…; 6/15 = 0.4).

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Common Core State Standards for Mathematics
7.NS.2d
The national curriculum in England: Key stages 1 and 2 framework document
KS3.Maths.Num.9

Math // Fractions