However, it is evident that they do not have idea that there should be 3 parts out of which 2 are shaded as they perhaps were not taught fractions using

common fractions like half, one third etc.

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.

When a percent is expressed as a

common fraction, the given percent is the numerator and 100 is the denominator.

It was revealed that students' performamice word problem in the area of

common fraction and writing figures in words.

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.

Much of the basis for algebraic thought rests on a clear understanding of rational number concepts (Kieren, 1980; Driscoll, 1982; Lamon, 1999; Wu, 2001) and the ability to manipulate

common fractions.

In the first article, Peter Gould (from New South Wales) identifies some of the key reasons that children's thinking about and understanding of fractions remains incomplete or incorrect, in particular when dealing with the symbolic notation of

common fractions.

By definition, a rational number can be expressed as a

common fraction with integer numerator and non-zero integer denominator.

The Leitch Review of Skills outlined an ambition for 95% of the country's working age population to achieve the basic skills of functional numeracy (Entry Level 3, being able to read, write and understand

common fractions and adding and subtracting money using decimals) and functional literacy (Level 1, the level needed to work towards achieving a national qualification such as a GCSE or NVQ) and by 2020.

Take a generation of young people, many of whom have extreme difficulty computing with

common fractions, decimals and percents, and force-feed them into algebra and geometry classes.