![]() ![]() Therefore, the fraction, when reduced to its simplest form, is 11/20. Step 3: Identify the greatest common factor. Step 2 : 55 is already an integer, so Step 2 is not required. There’s no need for Step 4, as 8/25 is not an improper fraction.Īnswer: 32% expressed as a fraction is 8/25. Therefore, the fraction, when reduced to its simplest form, is 8/25. Step 2 : 32 is already an integer (there aren’t any numbers after the decimal point), so Step 2 is not required. To explore the above method again and see how it can be applied in different circumstances, here are some more worked examples. ![]() Note you can tell if your fraction will need to be expressed as a mixed number as, at the end of the first step, the numerator will be larger than the denominator. To do this, see how many times the denominator fits into the numerator. If you are left with an improper fraction – where the numerator is larger than the denominator – you’ll need to convert it to a mixed number. Step 4: If the fraction is improper, convert it to a mixed number So, to answer our question, 22.5% expressed as a fraction is 9/40. Instead, use only prime numbers.įor example: 225/1000 doesn’t divide exactly by 2 or 3, as you’ll end up with a decimal point.Īlternatively, if you are good with your multiplication tables, you can go straight to identifying the greatest common factor of the denominator and numerator. Note there’s no point checking 4, as it’s a multiple of 2 – this is the same for other multiples like 6 and 8. If not, try dividing by 3, 5, 7, 11 and so on. Start by seeing if you can divide the values by 2. You’ll need to be able to divide them exactly for the resulting numbers to be valid. This is achieved by dividing the numerator and denominator. This means you need to express the fraction as simply as possible. Next, you need to reduce the fraction to its lowest terms. If the numerator is already a whole number, you can skip this stage. You now have what is known as a decimal fraction. Then, do the same to the denominator.įor example: If after step 1 you have 22.5/100, multiply 22.5 x 10 and then 100 x 10. If the numerator is not a whole number, multiply the value by 10 for every digit to the right of the decimal place. Step 2: Write the numerator as a whole number Note that the top value of a fraction is known as the numerator, and the bottom value is called the denominator. ![]() So, for the question ‘ Express 22.5% as a fraction’, you’d have 22.5/100. This can be achieved by writing the percentage over 100. Take the percentage you have been given and express it as a fraction. Step 1: Express the percentage as a fraction The key to cracking these questions is practice so, if you’re finding them difficult when sitting sample papers, focus on learning the steps until you feel ready to tackle any conversion. You may find it useful to have blank note paper to hand during your assessment, so you can jot down your workings according to the stages below. As calculators are usually not permitted in numerical reasoning tests, you’ll need to perform this calculation manually. In a percentage conversion question, you’ll be asked to turn a particular percentage into a fraction. A step-by-step guide to converting percentages into fractions To achieve a high score and display your mathematical ability, you’ll need to be confident in quickly converting percentage values.Įven if mathematics isn’t your strongest subject, turning percentages into fractions is simple if you familiarise yourself with the correct method. Employers like to assess a candidate’s cognitive ability through online psychometric testing, as the results of these tests have been shown to provide a good indication of future performance in the role. Questions involving percentages and fractions are commonly encountered in numerical reasoning tests, which form part of many recruitment processes. Whilst you may have been familiar with converting percentages and fractions in school, many of us let these basic mathematical skills get rusty as we advance with our education and career.
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