Common fractions are frequently introduced to students in Australia through contexts such as sharing food; that is, partitioned fractions or fractions in context are introduced first.

To find the base when the rate and percentage are given, reduce the rate either to a

common fraction or to a decimal fraction.

Fractions, other than halves and quarters, perhaps thirds, are rarely encountered in everyday contexts, and when computations are carried out on a calculator, the

common fractions are decimalised, by default.

The building materials are conceptual understanding and the ability to perform arithmetic manipulation on whole numbers, decimal fractions, and

common fractions.

In this paper, I demonstrate various algorithms for converting between the two number systems including non-integers, and also converting

common fractions.

Appropriate language can reinforce the relationships between place value,

common fractions and decimals - all of which students are trying very hard to comprehend.

Talk to secondary school math teachers and they'll tell you, mostly off the record, that too many students who have not mastered elementary arithmetic (whole numbers,

common fractions, decimal fractions, percents and their everyday applications) are being pushed into algebra and geometry, or integrated college-prep classes.

When students are first trying to make sense of

common fractions, teachers have typically defined them as follows:

In particular, I knew that students would have difficulty with reading, renaming, ordering, interpreting and applying

common fractions (Siemon, 2003), fraction computation (Van de Walle, 2007) and equivalent fractions (Evans, 2005).

In these middle years of primary schooling, the teaching of

common fractions frequently involves written activities which use abstract representations of numbers, symbols and images.

Examine the difficulty in finding the product of two

common fractions.

Focus on

common fractions, decimal fractions, percentages