Fractions, Decimals & Percentages
Look for and use mathematical structure: exploit the relationship between fractions, decimals, and percentages; use factor pairs to simplify multiplication; apply angle facts to find unknowns; use properties of regular polygons systematically
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Teaching Table
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“When your child notices that fractions, decimals, and percentages are just different ways of writing the same thing, do they use that understanding to switch between them fluidly when it makes a calculation easier?”
Full guide and materials
- Activity. Look for and use mathematical structure: exploit the relationship between fractions, decimals, and percentages; use factor pairs to simplify multiplication; apply angle facts to find unknowns; use properties of regular polygons systematically
What to notice. Use the structure 25 × 16 = 25 × 4 × 4 = 100 × 4 = 400 by exploiting factor pairs • Recognise that 0.75 = 3/4 = 75% and use whichever form is most efficient for the problem • Use the fact that angles on a straight line sum to 180° as a structural tool to find missing angles
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When your child notices that fractions, decimals, and percentages are just different ways of writing the same thing, do they use that understanding to switch between them fluidly when it makes a calculation easier?
Look for and use mathematical structure: exploit the relationship between fractions, decimals, and percentages; use factor pairs to simplify multiplication; apply angle facts to find unknowns; use properties of regular polygons systematically
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Check understanding
- Use the structure 25 × 16 = 25 × 4 × 4 = 100 × 4 = 400 by exploiting factor pairs
- Recognise that 0.75 = 3/4 = 75% and use whichever form is most efficient for the problem
- Use the fact that angles on a straight line sum to 180° as a structural tool to find missing angles
“When your child notices that fractions, decimals, and percentages are just different ways of writing the same thing, do they use that understanding to switch between them fluidly when it makes a calculation easier?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 9–10