Misconceptions with Fractions, Decimal Fractions and Percentages


This paper looks at common misconceptions with fractions, decimal fractions and percentages.

Nunes et al Fractions:  Difficult but crucial in mathematics learning

For further resources and professional learning opportunities on fractions, decimal fractions and percentages please click here for the Anytime Learning module on Education Scotland’s National Numeracy and Moderation Hub.

Numeracy and Mathematics Benchmarks

Education Scotland have now published the final Benchmarks for Literacy and English, and Numeracy and Mathematics following a wide consultation with practitioners:

Numeracy and Mathematics Benchmarks

The Benchmarks embed a wide range of existing assessment guidance – significant aspects of learning, progression frameworks and annotated exemplification – into one key resource to support practitioners’ professional judgement.

Follow this link for FAQ regarding the Benchmarks:

Benchmarks FAQ

You may find this document highlighting the changes that have been made to the Draft Benchmarks helpful:

Numeracy Mathematics Changes Document

Guidance from Education Scotland is that the core resources for practitioners are the Experiences and Outcomes for planning, and the Benchmarks to support assessment, tracking and professional judgement of when a level has been achieved:

“Assessment is an on-going process to support learning. The Benchmarks should be used to help monitor progress towards achievement of a level and to support overall professional judgement of when a learner has achieved a curriculum level. They support professional dialogue, moderation and monitoring of progress in learning.
Evidence of progress and achievement will come from:
•observing day-to-day learning within, and outwith, the classroom.
•coursework, including tests.
•learning conversations.
•planned periodic holistic assessments.
•information from standardised assessments.”



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