Math // Fractions
Decimals and fractions
Solve simple measure and money problems involving fractions and decimals to two decimal places
Quick check
If a bottle holds 1.5 litres and the learner drinks 0.75 litres, can they work out how much is left — and write it as both a decimal and a fraction?
Ask this to see whether the topic is secure.
Topic // Mastery
What mastery looks like
- Calculate 1/4 of £3.20
- A rope is 2.5 m long; how much is left after cutting 0.75 m?
- Find 3/10 of 1 kg and express the answer in grams and as a decimal of a kg
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
3 topicsFractions // Ages 8 to 9
Must understand decimal notation for measure/money problems
Fractions // Ages 8 to 9
Fraction addition/subtraction supports measure/money problem-solving
Fractions // Ages 8 to 9
Fraction-of-quantity skills support measure/money problems
You are here
Decimals and fractions
Ages 8 to 9 // Method
Leads to
0 topicsNothing in the catalogue builds on this topic yet. Browse Fractions
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
Children solve money and measure problems that weave fractions and decimals together: finding a fraction of an amount (¼ of £3.20 = 80p), subtracting decimal measures of unequal length (2.5 − 0.75 = 1.75 m), and moving between fractions, decimals and units (3/10 of 1 kg = 300 g = 0.3 kg). Success rests on reading each decimal digit by its place value rather than as two separate whole numbers, keeping units consistent, aligning on the decimal point before subtracting, and connecting 'a fraction of' to division.
Common misconceptions
- Reads money as two whole numbers: '£3.20 = 3 pounds 2 pence', '£3.5 = 3 pounds 5 pence'
- Misaligns decimals of unequal length when subtracting (2.5 − 0.75)
- Miscomputes a fraction of an amount (¼ of £3.20 ≠ 80p)
- Unit slips: 0.3 kg read as 30 g or 3000 g, or gives grams but not the decimal of a kg
Useful representations
- Bar model partitioned for a fraction of an amount
- Place-value columns aligned on the decimal point
- Number line / ruler for the rope-length problem
- kg↔g (or £↔p) double number line for unit conversion
- Coins and notes for money
Teaching practices
- Read money by place value: £3.20 is 3 pounds and 2 tenths of a pound = 20p, NOT '3 pounds 2 pence'
- Equalise decimal lengths and align the point before subtracting (2.50 − 0.75)
- Connect a fraction of an amount to division: ¼ of £3.20 = £3.20 ÷ 4 = 80p
- Convert between units deliberately and both ways (0.3 kg = 300 g; 300 g = 0.3 kg)
- Estimate first to sense-check the size of the answer
Activities to try
- 1
Split the £3.20 bar: a quarter as division
Why it works: Finding a fraction of an amount is a division: a quarter of £3.20 is £3.20 shared into 4 equal parts, which is 80p.
- Take a bar representing £3.20 and split it into four equal parts.
- Read what one part is worth and label it (80p / £0.80).
- Write the matching calculation: ¼ of £3.20 = £3.20 ÷ 4 = 80p.
- Check by adding or multiplying back: 80p × 4 = £3.20.
- State in your own words why 'a quarter of' means dividing by 4.
- 2
Cut the rope: align the point before subtracting
Why it works: Decimals with different numbers of decimal places must be aligned on the decimal point before subtracting, because columns must match in place value; writing 2.5 as 2.50 is a helpful way to make the empty hundredths column visible.
- Start with a 2.5 m rope marked on a ruler or number line.
- Cut off 0.75 m and predict the remaining length before calculating.
- Rewrite 2.5 as 2.50 so both numbers have the same number of decimal places.
- Stack 2.50 above 0.75 with the decimal points lined up vertically, then subtract with borrowing.
- Read the remaining length (1.75 m) and check it against your prediction on the ruler.
- 3
One mass, two notations: 3/10 of 1 kg
Why it works: A quantity can be written as a fraction, as grams, or as a decimal of a kilogram, and converting fluently in both directions depends on anchoring 1 kg = 1000 g.
- Anchor the fact 1 kg = 1000 g, e.g. on a double number line (kg on one side, g on the other).
- Find 3/10 of 1000 g = 300 g.
- Express the same mass as a decimal of a kilogram: 300 g = 0.3 kg.
- Convert back the other way too: 0.3 kg = 300 g.
- Explain why 300 g and 0.3 kg are two notations for the same amount.
Topic // Standards
Curriculum standards
- The national curriculum in England: Key stages 1 and 2 framework document
- Ma/KS2/Y4/F/10
Math // Fractions
More in Fractions
- Fractions of a wholeAges 8 to 9ConceptUnderstand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a/b as a parts of size 1/b
- Equivalent fractions on a number lineAges 8 to 9RepresentationUnderstand two fractions as equivalent if they are the same size or the same point on a number line; recognise and show families of common equivalent fractions…
- Equivalent fractions (age 8+)Ages 8 to 9MethodGenerate simple equivalent fractions and explain why they are equivalent using visual fraction models
- Fractions on a number line (age 8+)Ages 8 to 9RepresentationRepresent fractions on a number line: partition the interval 0 to 1 into b equal parts to locate 1/b, then mark off a lengths of 1/b from 0 to locate a/b
- Tenths (age 8+)Ages 8 to 9ConceptCount up and down in hundredths; recognise that hundredths arise when dividing an object by 100 or dividing tenths by 10
- Fraction-Decimal EquivalentsAges 8 to 9ConceptRecognise and write decimal equivalents of 1/4, 1/2, and 3/4
- Decimal place value (age 8+)Ages 8 to 9MethodCompare numbers with the same number of decimal places up to two decimal places
- Dividing by 10 and 100Ages 8 to 9MethodFind the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits as ones, tenths, and hundredths