Once the students have mastered body fractions using standard fractions and set values, the activity can be extended to percentages and

decimal fractions.

The reverse operation of going from a

decimal fraction to a proper fraction is well known for terminating decimals but not so for recurring decimals.

Use number lines when discussing

decimal fractions so students become familiar with this type of representation.

Decimal fractions were not included on the fraction test since understanding the initial decimal fraction concept is more complex than that for common fractions (Watson, Collis & Campbell, 1995).

Developmental structure in the understanding of common and decimal fractions.

The activity involves the use of a Decimat (New Zealand Ministry of Education, 2004; Wright, 2004) which is a proportional model for representing the size of

decimal fractions and makes explicit the "ten-ness" of our base ten place value system (i.

If so, tell me about it," several children referred to learning about the effect of multiplication and division of

decimal fractions smaller than 1, and referred to strategies they had used; e.

Irecently read a research paper by Padberg (2002), in which the development of understanding associated with decimal fractions was studied.

Thus, I began developing the following sequential approach to understanding decimals which has achieved remarkable success in student understanding and their processing of decimal fractions.

Focus on common fractions,

decimal fractions, percentages

Anne Roche's (from Victoria) article complements Peter's well, with its focus on

decimal fractions.

It has functions that will present fractions in a "stacked format", simplify fractions, convert common fractions to decimal fractions and decimal fractions to common fractions, perform fraction calculations for addition, subtraction, multiplication and division, work with mixed fractions and improper fractions, and "round" numbers to a range of decimal places.

The calculator also has a function to convert common fractions to decimal fractions and vice versa.

One advantage of the American system is that it avoids confusion with the decimal fraction 8.

Where a decimal fraction is less than one we should use a leading zero (0.