# data[].attributes.headline
Placing improper fractions on a number line help 

# data[].attributes.subject
Placing improper fractions on a number line help 

# data[].attributes.body
https://www.google.com/search?q=how+to+plot+improper+fractions+on+a+number+line&oq=HOW+TO+PLOT+IMPROPER+FRACTIONS+ON+A+NUMBER+LINE&gs_lcrp=EgZjaHJvbWUqBwgAEAAYgAQyBwgAEAAYgAQyCAgBEAAYFhgeMggIAhAAGBYYHjIICAMQABgWGB4yCAgEEAAYFhgeMggIBRAAGBYYHjIICAYQABgWGB4yCggHEAAYDxgWGB4yCggIEAAYhgMYigUyCggJEAAYhgMYigXSAQg0OTQ4ajBqN6gCALACAA&sourceid=chrome&ie=UTF-8#kpvalbx=_98vJZO6THrPvseMP58yAqAY_24

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how to plot improper fractions on a number line - Google Search

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Do the quiz to test your knowledge, then have a go at these questions after watching the Kahn Academy Video :) 

# data[].attributes.subject
Do the quiz to test your knowledge, then have a go at these questions after watching the Kahn Academy Video :) 

# data[].attributes.body
https://www.khanacademy.org/math/cc-fifth-grade-math/imp-fractions-3/imp-adding-and-subtracting-fractions-with-unlike-denominators/e/adding_fractions

# data[].attributes.headline
Adding fractions with unlike denominators. 

# data[].attributes.subject
Adding fractions with unlike denominators. 

# data[].attributes.body
https://www.khanacademy.org/math/cc-fifth-grade-math/imp-fractions-3/imp-adding-and-subtracting-fractions-with-unlike-denominators/v/adding-small-fractions-with-unlike-denominators

# data[].attributes.attachment_link.readable_text
- [Voiceover] Let's say that we have the fraction 9/10, and I want to add to that the fraction 1/6. What is this, what is this going to equal? So when you first look at this, you say, "Oh, I have different denominators here. It's not obvious how I add these." And you'd be right and the way to actually move forward is to find a common denominator, to convert both of these fractions into fractions that have a common denominator. So how do you think about a common denominator? Well, a common denominator's gonna have to be a common multiple of these two denominators of 10 and six. So what's a common multiple of 10 and six? And it's usually simplest to find the least common multiple, and a good way of doing that is start with the larger denominator here, 10, and say, okay is 10 divisible by six? No. Okay, now, is 20 divisible by six? No. Is 30 divisible by six? Yes. 30 is divisible by six. So I'm just going through the multiples of 10 and saying, "Well what is the smallest multiple of 10 that is divisible by six?" And that's going to be 30. So I could rewrite both of these fractions as something over 30. So nine over 10. How would I write that as something over 30? Well I multiply the denominator, I'm multiplying the denominator by three. So I've just multiplied the denominator by three. So if I don't want to change the value of the fraction, I have to do the same thing to the numerator. I have to multiply that by three as well because now I'm just multiplying the numerator by three and the denominator by three, and that doesn't change the value of the fraction. So nine times three is 27. So once again, 9/10 and 27/30 represent the same number. I've just written it now with a denominator of 30, and that's useful because I can also write 1/6 with a denominator of 30. Let's do that. So 1/6 is what over 30? I encourage you to pause the video and try to think about it. So what did we do go from six to 30? We had to multiply by five. So if we multiply the denominator by five, we have to multiply the numerator by five as well, so one times five, one times five is five. So 9/10 is the same thing as 27/30, and 1/6 is the same thing as 5/30. And now we can add, now we can add and it's fairly straightforward. We have a certain number of 30ths, added to another number of 30ths, so 27/30 + 5/30, well that's going to be 27, that's going to be 27 plus five, plus five, plus 5/30, plus 5/30, which of course going to be equal to 32/30. 32 over 30, and if we want, we could try to reduce this fraction. We have a common factor of 32 and 30, they're both divisible by two. So if we divide the numerator and the denominator by two, numerator divided by two is 16, denominator divided by two is 15. So, this is the same thing as 16/15, and if I wanted to write this as a mixed number, 15 goes into 16 one time with a remainder one. So this is the same thing as 1 1/15. Let's do another example. Let's say that we wanted to add, we wanted to add 1/2 to to 11/12, to 11 over 12. And I encourage you to pause the video and see if you could work this out. Well like we saw before, we wanna find a common denominator. If these had the same denominator, we could just add them immediately, but we wanna find a common denominator because right now they're not the same. Well what we wanna find is a multiple, a common multiple of two and 12, and ideally we'll find the lowest common multiple of two and 12, and just like we did before, let's start with the larger of the two numbers, 12. Now we could just say well 12 times one is 12, so that we could view that as the lowest multiple of 12. And is that divisible by two? Yeah, sure. 12 is divisible by two. So 12 is actually the least common multiple of two and 12, so we could write both of these fractions as something over 12. So 1/2 is what over 12? Well to go from two to 12, you multiply by six, so we'll also multiply the numerator by six. Now we see 1/2, and 6/12, these are the same thing. One is half of two, six is half of 12. And how would we write 11/12 as something over 12? Well it's already written as something over 12, 11/12 already has 12 in the denominator, so we don't have to change that. 11/12, and now we're ready to add. So this is going to be equal to six, this is going to be equal to six plus 11, six plus 11 over 12. Over 12. We have 6/12 plus 11/12, it's gonna be six plus 11 over 12, which is equal to, six plus 11 is 17/12. If we wanted to write it as a mixed number, that is what, 12 goes into 17 one time with a remainder of five, so 1 5/12. Let's do one more of these. This is strangely fun. Alright. Let's say that we wanted to add, We're gonna add 3/4 to, we're gonna add 3/4 to 1/5. To one over five. What is this going to be? And once again, pause the video and see if you could work it out. Well we have different denominators here, and we wanna find, we wanna rewrite these so they have the same denominators, so we have to find a common multiple, ideally the least common multiple. So what's the least common multiple of four and five? Well let's start with the larger number, and let's look at its multiples and keep increasing them until we get one that's divisible by four. So five is not divisible by four. 10 is not divisible by four, or perfectly divisible by four is what we care about. 15 is not perfectly divisible by four. 20 is divisible by four, in fact, that is five times four. That is 20. So what we could do is, we could write both of these fractions as having 20 in the denominator, or 20 as the denominator. So we could write 3/4 is something over 20. So to go from four to 20 in the denominator, we multiplied by five. So we also do that to the numerator. We multiply by three times five to get 15. All I did to go from four to 20, multiplied by five. So I have to do the same thing to the numerator, three times five is 15. 3/4 is the same thing as 15/20, and over here. 1/5. What is that over 20? Well to go from five to 20, you have to multiply by four. So we have to do the same thing to the numerator. I have to multiply this numerator times four to get 4/20. So now I've rewritten this instead of 3/4 plus 1/5, it's now written as 15/20 plus 4/20. And what is that going to be? Well that's going to be 15 plus four is 19/20. 19/20, and we're done.

# data[].attributes.attachment_link.title
Adding fractions with unlike denominators (video) | Khan Academy

# data[].attributes.attachment_link.description
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.body
https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/mixed-number/v/comparing-improper-fractions-and-mixed-numbers

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I've got pairs of mixed numbers and improper fractions, and I want to think about which of the two is larger. So 1 and 7/8, 39/10. So you could do this in your head. You could say 10 goes into 39, I'll even write it out, 10 goes into 39 3 times, 3 times 10. And you want to find the largest number of times 10 goes into this without going over. So you couldn't write a 4 over here, because then that would be 40. That would go over 39. 3 times 10 is 30. And then you have a remainder of 9. So you could rewrite this expression right over here. Instead of 39/10 you could write it as 30/10 plus 9/10. And 30/10 is just 3. So this is equal to 3 and 9/10. And you could do that in your head. You could say 10 goes into 39 3 times, and the remainder is 9. You have your 9/10. And that's essentially just doing this in your head. So now we can compare, and we can literally just look at the whole number parts. This is 1 and something, 1 and 7/8, and we're comparing it to essentially 3 and 9/10. 3 and 9/10 is clearly a larger number. We have a 3 out here instead of a 1, so we will write less than. And the way I always remember it is, the opening always faces the larger number. And the point is small. It always points to the smaller number. Now let's do this next one. 4 and 7/8 versus 49/9. So let's convert this to a mixed number. 9 goes into 49 5 times, and 5 times 9 is 45. So the remainder is going to be 4. The remainder is 4, so this is 5 and 4/9. Once again, we can literally just look at the whole number parts. 5 is clearly larger than 4, so once again, less than. Point facing the smaller number, opening facing the larger number. Now 2 and 1/2 versus 11/10. 10 goes into 11 only 1 time. And if you care about the remainder, it's 1. So it's 1 and 1/10. Which is clearly smaller than 2 and 1/2. You just look at the whole number parts. 2 is clearly larger than 1. So we want our opening of our less than or greater than sign to face the larger number. So we would write it like this. And this is greater than, so 2 and 1/2 is greater than 11/10. The little point facing the smaller number. 5 and 4/9 versus 40/7. 7 goes into 40, so let me rewrite this, 7 goes into 40 5 times. And then you're going to have a remainder of 5, because 7 times 5 is 35. You have a remainder of 5 to get to 40. So it's 5 and 5/7. And if that looks like I'm doing some type of voodoo, just remember, I'm really just breaking it up. I'm just really saying that 40/7 is the same thing as 35 plus 5/7. The largest multiple of 7 that is less than this number. And this is the same thing as 35/7 plus 5/7. And then this, 35/7 5. And 5/7 is just 5/7 there. This one is interesting because we have the same whole number out front on our mixed numbers. 5 versus 5. So now we actually do have to pay attention to the fractional part of our mixed number. We essentially have to compare 4/9 to 5/7. And there's a couple of ways to do this. You could get them to have the same denominator. That's probably the easiest way to do it. So you could rewrite-- so what's the least common multiple of 9 and 7? They share no factors, so really the least common multiple is going to be their product. So if we want to rewrite 4/9 we would write 63 in the denominator, that's 9 times 7. If we multiply the denominator by 7 we also have to multiply the numerator by 7. So that will be 28. Now 5/7, we're going to make the denominator 63. We're multiplying the denominator times 9. Then we have to multiply the numerator times 9 as well. 5 times 9 is 45. So here it's easy to see. 45/63 is clearly larger than 28/63. And so we could write this. And because the whole number of parts are the same, and 5/7 is the same thing as 45/63, and 4/9 is the same thing as 28/63, we can write that 5 and 4/9 is less than 40/7. Another way that you could have thought about 4/9 versus 5/7 is you could have said, well, how does 4/9 compare to 4/7? We have the same numerator. The denominator here is larger than the denominator here. But when you have a number in the denominator, the larger it is, the smaller the fraction. The smaller the absolute value of the fraction. So this right over here is a smaller quantity than 4/7. And 4/7 is clearly a smaller quantity than 5/7. So 4/9 is clearly smaller than 5/7, so we would have gotten the same result.

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Comparing improper fractions and mixed numbers (video) | Khan Academy

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I've got pairs of mixed numbers and improper fractions, and I want to think about which of the two is larger. So 1 and 7/8, 39/10. So you could do this in your head. You could say 10 goes into 39, I'll even write it out, 10 goes into 39 3 times, 3 times 10.

# data[].attributes.headline
adding and subtracting mixed fractions help 

# data[].attributes.subject
adding and subtracting mixed fractions help 

# data[].attributes.body
https://www.mathsisfun.com/numbers/fractions-mixed-addition.html

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whole number and a fraction combined:

1 3 4

(one and three-quarters)

To make it easy to add and subtract them, just convert to Improper Fractions first:
An Improper fraction has a
top number larger than or equal to
the bottom number:

7 4

(seven-fourths or seven-quarters)

In other words "one and three quarters" is the same as "seven quarters".
(You may like to read how to Convert from or to Mixed Fractions)
Adding Mixed Fractions

To add mixed fractions:
Like this:

Convert to Improper Fractions:

Common denominator of 4:

Now Add:

Convert back to Mixed Fractions:

When you get more experience you can do it faster like this example:

Convert them to improper fractions:

And add:

Subtracting Mixed Fractions

Just follow the same method, but subtract instead of add:

Convert to Improper Fractions:

Common denominator of 12:

Now Subtract:

Convert back to Mixed Fractions:

935, 1414, 1415, 1416, 936, 1417, 3585, 3586, 3587

# data[].attributes.attachment_link.description
whole number and a fraction combined: 1 3 4 (one and three-quarters) To make it easy to add and subtract them, just convert to Improper Fractions first: An Improper fraction has a top number larger than or equal to the bottom number: 7 4 (seven-fourths or seven-quarters) In other words "one and three quarters" is the same as "seven quarters".

# data[].attributes.headline
Convert a mixed number to improper fraction 

# data[].attributes.subject
Convert a mixed number to improper fraction 

# data[].attributes.body
https://au.ixl.com/maths/lessons/mixed-numbers-and-improper-fractions
this website will take you step by step through some problems

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IXL | Mixed numbers and improper fractions

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What’s a fraction greater than 1? Learn all about mixed numbers and improper fractions in this quick, free lesson for 4th and 5th grade. Try it yourself!

# data[].attributes.headline
convert a mixed fraction to improper fraction

# data[].attributes.subject
convert a mixed fraction to improper fraction

# data[].attributes.body
https://www.khanacademy.org/math/cc-fourth-grade-math/imp-fractions-2/imp-mixed-numbers/v/changing-a-mixed-number-to-an-improper-fraction

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Write 5 and 1/4 as an improper fraction. An improper fraction is just a pure fraction where the numerator is greater than the denominator. This right here, it's not a pure fraction. We have a whole number mixed with a fraction, so we call this a mixed number. So let's think about what 5 and 1/4 represents, and let me rewrite it. So if we're talking about 5 and 1/4, and you can literally think of this as 5 and 1/4 or 5 plus 1/4, that's what 5 and 1/4 represents. So let's think about 5. Five is 5 wholes, or if you're thinking of pie, we could draw literally five pies. Let me just cut up the pies from the get go into four pieces since we're dealing with fourths. So let me just cut up the pies right over here. So that's one pie right over there. Let me copy and paste this. Copy and paste. So I have two pies, and then I have three pies, and then I have four pies, and then I have five pies. So this is what the 5 represents. 5 literally represents-- so let me circle all of this together. That is the 5 part right there. That is what 5 literally represents. It represents five whole pies. Now, I have cut up the pies into four pieces, so you can imagine each piece represents a fourth. Now, how many pieces do I have in these five pies? Well, I have four pieces per pie. Let me just right it here. 4 pieces per pie times 5 pies is equal to 20 pieces. Or another way to think of it, since each piece is a fourth, this is also equal to 20 times 1/4, or you could just write this as being equal to 20/4. So we have 5 whole pies is equal to 20 fourths. Let me write it like that. 20 fourths. Or we could write it as 20/4. I've kind of done the same thing twice. So that's what the five pies represent. 20/4 or 20 pieces, where each piece is 1/4. Now, the 1/4 right here represents literally one more fourth of a pie or one more piece of a pie, so let me draw another pie here. So that is another pie. Cut it into four pieces. But this 1/4 only represents one of these pieces, right? This is one of the four pieces. The denominator tells us how many pieces. The 1 tells us how many of those pieces we're dealing with, so it's just this one piece over here. That right there is the 1/4. Now, if we write 5 and 1/4, we just saw that the 5 right here is 20/4. So we could rewrite this. Let me write it like this. 5 and 1/4 can be rewritten as the same thing as 5 plus 1/4, which is the same thing as-- we just saw that five whole pies is the same thing as 20/4. And to see that these are the same thing, you literally just divide 4 into 20. You get 5, and nothing is left over. So 5 is the same thing as 20/4, and then this plus 1/4 is the same thing as plus 1/4. So if I have 20 fourths and I add one more fourth to it, how many fourths do I have? Well, I have 21. I have 21 fourths. Or another way of thinking about it, this 5 is-- so this right here is 20 pieces of pie. You can even count it. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. But a quicker way is to say, well, we have five pies. Each of them have four pieces. 5 times 4 is 20. This 1/4 right here represents one piece plus one piece, so total we're going to have 21 pieces. So we have 21 pieces, where each piece is 1/4, so we could say we have 21 times 1/4 or 21 fourths pieces of pie. However you want to think of it, but we've solved the problem. We're at an improper fraction. We've written 5 and 1/4 as an improper fraction. Now, I've gone through great pains to give you the intuition of what 5 and 1/4 means, but there is a fairly straightforward process for getting straight to the improper fraction. Let me color code it. So if you have 5 and 1 over 4, to convert it into an improper fraction, you're going to keep the same denominator, so you're going to have the over 4 there. But your numerator is going to be your numerator of the fraction part before. So it's going to be 1 plus your whole number times your denominator. So 1 plus-- or actually, let me do it the way I tend to think of it. What I do is I take 4 times 5. So let me write that down and I want to color code it. 4 times 5, and then to that, I add this numerator. So I literally do 4 times 5 plus 1, which is-- so this is equal to 4 times 5 is 20, plus 1 is 21, and then that's over 4, so it's 21/4. And all of this is kind of a fast way to do it. We're literally doing the exact same thing that we did here in kind of a slower way. We're saying, OK, 5 wholes is the same thing as 20 fourths, so you take 5, and I figure that out, 5 times 4, and then I have one more fourth there, so 4 times 5 plus 1 gives 21.

# data[].attributes.attachment_link.title
Writing mixed numbers as improper fractions (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.headline
Multiplying fractions with visuals to help

# data[].attributes.subject
Multiplying fractions with visuals to help

# data[].attributes.body
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/e/understanding-multiplying-fractions-by-fractions

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Multiplying fractions with visuals (practice) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.body
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/v/multiplying-fractions

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https://www.khanacademy.org/math/cc-fourth-grade-math/imp-fractions-2/imp-adding-and-subtracting-fractions-with-like-denominators/e/subtracting_fractions_with_common_denominators

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Adding and subtracting fractions with like denominators

Adding and subtracting fractions with like denominators

# data[].attributes.attachment_link.title
Subtract fractions with common denominators (practice) | Khan Academy

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Subtracting fractions with like denominators

# data[].attributes.subject
Subtracting fractions with like denominators

# data[].attributes.body
https://www.khanacademy.org/math/cc-fourth-grade-math/imp-fractions-2/imp-adding-and-subtracting-fractions-with-like-denominators/v/subtracting-fractions

# data[].attributes.attachment_link.readable_text
We're asked to subtract and simplify the answer, and we have 8/18 minus 5/18. So subtracting fractions is very similar to adding fractions. If we have the same denominator, the denominator in the difference is going to be the same as the denominators in the two numbers that we're subtracting, so it's going to be 18. And our numerator is going to be the difference between the numerators. So in this case, it is 8 minus 5, and this will be equal to 3 over 18, which is the answer, but it's not completely simplified, because both 3 and 18 are divisible by 3. So let's divide them both by 3. So you divide 3 by 3, you divide 18 by 3, and you get 3 divided by 3 is 1. 18 divided by 3 is 6, so you get 1/6. And just to see this visually, let me draw 18 parts. Let me draw 18 parts here. So it might be a little bit of a messy drawing. I'll try the best I can. So let me draw six in this direction. So that is three right there. We have another three, so that's six parts. And then let me split this into three columns. So there we go. We have 18 parts. Now 8/18 is equal to one, two, three, four, five, six, seven, eight. That's 8/18. And now we want to subtract five of the eighteenths, so we subtract one, two, three, four, five. Now, what do we have left over? Well, we have three of the eighteenths left over, so you have that right there. You have three of the eighteenths left over. Now, if you turn three of the eighteenths into one piece, how many of those bigger pieces do you have? This is one of those big pieces. Now, where are the other ones? Well, this is another big piece right here. This is another big piece right here, another one, another one, and another one. If you had 18 pieces and you merged three of the pieces into one, then you actually end up with only six pieces. You end up with six pieces. Hopefully, you see that each row is one of the pieces now, and the blue is exactly one of the six, so 3/18 is the same as 1/6.

# data[].attributes.attachment_link.title
Subtracting fractions with like denominators (video) | Khan Academy

# data[].attributes.attachment_link.description
We're asked to subtract and simplify the answer, and we have 8/18 minus 5/18. So subtracting fractions is very similar to adding fractions. If we have the same denominator, the denominator in the difference is going to be the same as the denominators in the two numbers that we're subtracting, so it's going to be 18.

# data[].attributes.headline
Adding fractions with common denominators quiz 

# data[].attributes.subject
Adding fractions with common denominators quiz 

# data[].attributes.body
https://www.khanacademy.org/math/cc-fourth-grade-math/imp-fractions-2/imp-adding-and-subtracting-fractions-with-like-denominators/e/adding_fractions_with_common_denominators

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Add fractions with common denominators (practice) | Khan Academy

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Adding fractions with like denominators 

# data[].attributes.subject
Adding fractions with like denominators 

# data[].attributes.body
https://www.khanacademy.org/math/cc-fourth-grade-math/imp-fractions-2/imp-adding-and-subtracting-fractions-with-like-denominators/v/adding-fractions-with-like-denominators

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So we're asked to add 3/15 plus 7/15, and then simplify the answer. So just the process when you add fractions is if they already-- well, first of all, if they're not mixed numbers, and neither of these are, and if they have the same denominator. In this example, the denominators are already the same. The denominator is 15. So if you add these two fractions, your sum is going to have the same denominator, 15, and your numerator is just going to be the sum of the numerator, so it's going to be 3 plus 7, or it's going to be equal to 10/15. Now, if we wanted to simplify this, we'd look for the greatest common factor in both the 10 and the 15, and as far as I can tell, 5 is the largest number that goes into both of them. So divide the 10 by 5 and you divide the 15 by 5, and you get-- 10 divided by 5 is 2 and 15 divided by 5 is 3. You get 2/3. Now, to understand why this works, let's draw it out. Let's split something up into 15 sections. So let me split it up into 15 sections. Let me see how well I can do this. Well, actually, even a better way, an easier way might be to draw circles. So let me do the 15 sections. So let me draw. So that is one section right over there. That is one section and then if I copy and paste it, that is a second section, and then a third section, fourth section, and then we have a fifth section. Let me copy and paste this whole thing. So that's five sections right there. Let me copy and then paste that. So that is 10 sections, and then let me do it one more time. So that is 15 sections. So you can imagine this whole thing is like a candy bar or something, and we have now split it up into 15 sections. Now, what is 3/15? Well, it's going to be 3 of the 15 sections. So 3/15 is going to be one, two, three: 3/15. Now, to that, were adding 7 of the 1/15 sections, or 7 of the sections. So we're adding 7 of those to it. So that's one, two, three, four, five, six, seven. And you see now, if you take the orange and the blue, you get one, two, three, four, five, six, seven, eight, nine, ten of the sections, or 10 of the 15 sections. And then to see why this is the same thing as 2/3, you can just split this candy bar into thirds, so each third would have five sections in it. So let's do that. One, two, three, four, five, so that is 1/3 right there. One, two, three, four, five, that is another third right there. And notice, when you do it like this, we have filled out exactly two-- one, two-- of the thirds. This is the third third, but that's not filled in. So 10/15 is the same thing as 2/3.

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Adding fractions with like denominators (video) | Khan Academy

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So we're asked to add 3/15 plus 7/15, and then simplify the answer. So just the process when you add fractions is if they already-- well, first of all, if they're not mixed numbers, and neither of these are, and if they have the same denominator.

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What is 5/8 as a decimal ?
get your calculator and type in 5 divided by 8.

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explore the interactive number line to see which fractions are larger than eachother
https://www.mathsisfun.com/numbers/fraction-number-line.html

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Learn what fractions look like on the number line, and get to see Equivalent Fractions easily.

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To convert a fraction to a percentage, multiply the fraction by 100 %. To convert from a percentage to a decimal, move the decimal point 2 places to the left. To convert a decimal to a percentage, move the decimal point 2 places to the right.

e.g the decimal 0.5 can be converted to 50 % or 1/2