Make Math Moments Academy › Forums › MiniCourse Reflections › The Fundamentals of Mathematics › 15 – Relating Fractions, Decimals, and Percents – Discussion › Reply To: 15 – Relating Fractions, Decimals, and Percents – Discussion

My big takeaway was how rich the visuals were. In American math past grade 6, we often think of explaining fraction to decimal conversion either as writing an equivalent fraction with a base 10 denominator (ie 2/5 = 4/10 so 0.4 or 1/4 = 25/100 so 0.25) or just doing the long division (ie 2 divided by 5 is 0.4). Using the visual model, in particular the example showing why 1/4 is the same as 0.25, was really quite eyeopening to me! I’m wondering what the best balance is for middle school students when working with fractions, decimals, and percents. Should visuals always be part of the curriculum at this grade level or at a certain point, do we as teachers assume (as is common now) that students are ready to just deal with the abstract?