(A friend with the book helped me, and the conversion of the fraction 5/6 was first memorized on

Facts Practice Page L, worked on several times

from Lesson 56 on, and so this lesson is just checking the memorization of that fact, rather than asking for the student to work it out.)

Originally I thought it was a poorly planned question. I imagined the textbook author (Mr. Saxon or one of the revisers since then) thought that 5/6 = 0.8333... and 125/1000 = 0.8333... but to me, it doesn't necessarily mean that 8.333 would lead to 5/6.

Then I thought of what Kelly said -- if your student has memorized the math fact 1/3 = 0.3333, then you could add 1/30 (0.03333) to the 8/10, so that would be 1/30 + 24/30 = 25/30 = 5/6

However, now I'm noticing it was a "math facts" question, so more of a memorizing the facts...

Basically, there are only so many fraction conversions that come out evenly. My son memorized those, like the 1/8 that you mentioned, and they come in handy a lot. He doesn't figure them out, he just knows them. The rest are "approximations" or "in betweens" -- like gratitude was mentioning. I guess the book wants the student to memorize some of those, too.

My son (12th grade) was just talking with my grandson (1st grade) about a math situation last night, and he told him it would be easier to use 1 & 4, because 5 & 10 in the situation my grandson wanted to make up was going to give him a long fraction... I thought about you guys's conversation

Julie