Converting between FDP (Cambridge O Level Maths)

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Mark

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Mark

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FDP Conversions

How do I convert from a percentage to a decimal?

  • Divide by 100 (move digits two places to the right)
    • 6% as a decimal is 6 ÷ 100 = 0.06
    • 40% as a decimal is 40 ÷ 100 = 0.4
    • 350% as a decimal is 350 ÷ 100 = 3.5
    • 0.2% as a decimal is 0.2 ÷ 100 = 0.002

 

How do I convert from a decimal to a percentage?

  • Multiply by 100 (move digits two places to the left and add a % sign)
    • 0.35 as a percentage is  0.35 × 100 = 35%
    • 1.32 as a percentage is 1.32 × 100 = 132%
    • 0.004 as a percentage is 0.004 × 100 = 0.4%

 

How do I convert from a decimal to a fraction?

  • If it has one decimal place, write the digits over 10
    • 0.3 is 3 over 10
    • 1.1 is 11 over 10
  • If it has two decimal places, write the digits over 100
    • 0.07 is 7 over 100
    • 0.13 is  13 over 100
    • 30.01 is  3001 over 100
  • If it has n decimal places, write the digits over 10n
    • 0.513 is 513 over 1000
    • 0.0007 is  fraction numerator 7 over denominator 10 space 000 end fraction
  • Learn simple recurring decimals as fractions
    • 0.33333… = 0.3 with dot on top  is  1 third and 0.66666… =  0.6 with dot on top is 2 over 3
  • Whole numbers can be written as fractions (by writing them over 1)
    • 5 is 5 over 1

 

How do I convert from a percentage to a fraction?

  • Write the percentage over 100
    • 37% is 37 over 100

 

How do I convert from a fraction to a decimal?

Order by Size Notes fig2a

  • Fractions written over powers of 10 are quicker
    • 3 over 5 equals 6 over 10 which is 0.6
    • 7 over 20 equals 35 over 100 which is 0.35
    • 1 over 500 equals 2 over 1000 which is 0.002

 

How do I convert from a fraction to a percentage?

  • Change fractions into decimals (see above), then multiply by 100
    • 4 over 5 equals 8 over 10 which is 0.8 as a decimal, which is 0.8 × 100 = 80%

Examiner Tip

  • You can split the denominator up to help you convert a fraction to a decimal
    • For example: 7 over 30 equals 1 over 10 cross times 7 over 3 equals 1 over 10 cross times 2.333... equals 0.2333... equals 0.2 3 with dot on top

Recurring Decimals

What are recurring decimals?

  • A rational number is any number that can be written as an integer (whole number) divided by another integer
    • A number written as p over q in its simplest form, where p and q are integers is rational
  • When you write a rational number as a decimal, you either get a decimal that stops (e.g. ¼ = 0.25), called a "terminating" decimal, or one that repeats with a pattern (e.g. ⅓ = 0.333333…), called a "recurring" decimal
  • The recurring part can be written with a dot (or dots on the first and last recurring digit)
    • 0.3333... space equals space 0.3 with dot on top
    • 0.121212... space equals 0.1 with dot on top 2 with dot on top
    • 0.325632563256... equals 0.3 with dot on top 25 6 with dot on top

 

How do I write recurring decimals as fractions?

Write out the first few decimal places to show the recurring pattern and then:

  1. Write the recurring decimal f = … (some similar methods use x = ...)
  2. Multiply both sides by 10 repeatedly until two lines have the same recurring decimal part (in order)
  3. Subtract those two lines
  4. DIVIDE both sides to get f = … (and cancel if necessary to get fraction in lowest terms)

Worked example

Write 0.3 with dot on top 7 with dot on top as a fraction in its lowest terms,

0.3 with dot on top 7 with dot on top means 0.3737373737...

Use a variable to represent this number.

x equals 0.3737373737...

Multiply both sides by 100 to get another number with the same recurring decimal part.

100 x equals 37.3737373737...

Subtract the two equations to cancel out the recurring decimal parts.

Error converting from MathML to accessible text.

Divide both sides by 99

x equals 37 over 99

bold 0 bold. bold 3 with bold dot on top bold 7 with bold dot on top bold equals bold 37 over bold 99

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Mark

Author: Mark

Expertise: Maths

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.