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91¶¶Òõ

Last updated

9 July 2026

pdf, 64.37 KB
pdf, 64.37 KB

A worksheet on converting repeating decimals (recurring decimals) to fractions. The decimals have one, two or three repeating digits and have or do not have non-repeating digits. Detailed solutions are included.

Looking for a no-prep, step-by-step practice worksheet to help your pupils master converting repeating decimals (recurring decimals) into fractions?

This comprehensive, three-page practice resource is specifically engineered to build procedural fluency. It moves students through a scaffolded progression of skills—starting with simple single-digit recurring decimals, moving into mixed numbers with repeating parts, and advancing to tricky multi-digit repeating patterns that require multiplying by 10, 100, or 1000 to solve algebraically.

Perfect for Key Stage 3 (KS3) or Key Stage 4 (KS4) curriculum delivery, as well as essential Higher GCSE maths revision!

What’s Included:

  • Pages 1–3 (18 Practice Questions): A beautifully organized worksheet featuring large, clear problem boxes that give pupils plenty of space to write out their algebraic steps.
  • Full Step-by-Step Answer Key: A complete solutions guide is included, showing the exact algebraic equations (setting x, multiplying by powers of 10, and subtracting the equations) for every single problem. This makes marking incredibly fast or allows for flawless pupil self-checking!

How to Use This in Your Classroom:

  • Guided Practice or Independent Classwork
  • Homework or Prep Assignment
  • Maths Mastery & Rotation Stations
  • Emergency Cover Plans (the detailed answer key handles the teaching for you!)
  • Low-Stakes Quizzes and Retrieval Practice

Educational Standards & Curriculum Alignment:
UK National Curriculum (Key Stage 3 & 4 Mathematics):

  • Number: Work interchangeably with terminating decimals and their corresponding fractions; change recurring decimals into fractions and vice versa.
  • Understand and apply algebraic proof to convert a recurring decimal into a fraction.

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