Half of a small group can be less than one quarter of a much larger group. Twenty percent of $500 is more than thirty percent of $200. Two pupils can both answer “75%” and still be talking about different actual quantities because their 100% bases are different. Fractions and percentages describe parts of a whole; the whole matters.
This volume develops one PSLE Mathematics habit: before comparing fractions or percentages, check whether the wholes are the same. If the base quantities match, comparing the fractions or percentages may be enough. If the bases differ, convert to actual quantities or normalise to a common base before deciding which is greater.
The key distinction is between proportion and amount. A larger proportion does not always mean a larger amount. A smaller percentage can represent more items, more money or more volume when it is taken from a larger whole.
A fraction is always of something
Three quarters means three out of four equal parts of a particular whole.
Without the whole, you know the proportion but not the actual amount.
A percentage is a fraction of a base
25% means one quarter of the chosen 100% base.
Changing the base changes the actual quantity represented by the same percentage.
Equal fractions of unequal wholes give unequal amounts
Half of 20 is 10; half of 100 is 50.
Same proportion does not imply same amount.
Unequal fractions can still produce equal amounts
Half of 40 and one quarter of 80 both equal 20.
Different proportions can represent the same quantity when wholes differ.
Larger percentage can represent smaller amount
60% of 50 is 30, while 40% of 100 is 40.
Do not rank actual amounts by percentage alone when bases differ.
Smaller percentage can represent larger amount
20% of 500 is 100, while 30% of 200 is 60.
The larger base can outweigh the smaller percentage.
Class percentages need class sizes
80% of a 20-pupil group is 16; 75% of a 40-pupil group is 30.
A higher class percentage does not guarantee more pupils.
Discount percentages need original prices
A 20% discount on $100 saves $20; 10% on $500 saves $50.
Savings depend on the price base.
Increase percentages need starting values
A 10% increase on 200 adds 20; 25% on 60 adds 15.
Percentage change and actual change are different comparisons.
Ratio-to-whole conversion needs total parts
In ratio 2:3, the first group is 2/5 of the combined whole.
Do not treat the ratio number as a fraction denominator automatically.
Same denominator helps only when the whole is shared
3/8 and 5/8 can be compared directly when they refer to the same whole.
If they refer to different wholes, the denominator match does not settle actual amount.
Same percentage helps only for proportional comparison
Two stores each sell 40% of stock.
The stores sold the same proportion, not necessarily the same number of items.
Actual amount questions require conversion
If the question asks who sold more items, calculate actual counts when stock totals differ.
Percentage comparison alone answers a different question.
Proportion questions can ignore total size
If the question asks which class had the higher pass rate, compare percentages directly.
Do not convert to counts unless needed.
A changing whole creates a new base
If 30% of a class leaves, the remaining pupils form a new whole for later fractions unless the question says otherwise.
Track the base at each stage.
A six-step same-whole check
- Name the quantity being compared.
- Write the whole or 100% base for each side.
- Ask whether the wholes are equal.
- If equal, compare the fractions or percentages directly when appropriate.
- If unequal, convert to actual quantities or a common base.
- Return to the question and decide whether it asks for proportion or amount.
Forty worked same-whole cases
Half of 20 vs half of 60
Compare actual amounts.
The likely comparison error is same fraction treated as equal amount. 10 versus 30.
The wholes differ, so equal fractions give unequal amounts. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Three quarters of 40 vs three quarters of 24
Compare actual amounts.
The likely comparison error is percentage only. 30 versus 18.
Same proportion, different totals. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
25% of 200 vs 40% of 100
Which amount is larger?
The likely comparison error is larger percentage chosen. 50 versus 40; 25% of the larger base is greater.
Compute actual amounts. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
60% of 50 vs 40% of 100
Which group has more items?
The likely comparison error is 60% chosen. 30 versus 40; the 40% group has more items.
The base decides. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
80% of 20 pupils vs 75% of 40 pupils
Which class has more passes?
The likely comparison error is 80% class chosen. 16 versus 30; the 75% class has more passing pupils.
Pass count is an amount question. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
80% vs 75% pass rate
Which class has better pass rate?
The likely comparison error is converting to counts unnecessarily. 80% is the higher pass rate.
Here the question is proportion, not count. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
20% discount on $100 vs 10% on $500
Which saves more money?
The likely comparison error is 20% chosen. $20 versus $50; the 10% discount saves more dollars.
Discount amount depends on price base. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
20% vs 10% discount rate
Which discount rate is larger?
The likely comparison error is price base added unnecessarily. 20% is the larger rate.
The target is proportion. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
10% increase on 300 vs 20% on 100
Which actual increase is larger?
The likely comparison error is 20% chosen. 30 versus 20; 10% of 300 is larger.
Starting values differ. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
One third of 90 vs one half of 50
Which amount is larger?
The likely comparison error is half chosen. 30 versus 25.
Fraction size alone does not settle actual amount. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Two fifths of 100 vs three fifths of 60
Compare amounts.
The likely comparison error is three fifths chosen. 40 versus 36.
Common denominator does not help because the wholes differ. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Three eighths of 64 vs five eighths of 40
Compare amounts.
The likely comparison error is five eighths chosen. 24 versus 25.
A slightly larger fraction of a smaller whole can still be larger here, but calculation is required. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
One quarter of 80 vs one fifth of 100
Compare amounts.
The likely comparison error is quarter chosen. 20 and 20 are equal.
Different fractions can give the same amount. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
50% of 48 vs 30% of 80
Compare amounts.
The likely comparison error is 50% chosen. 24 and 24 are equal.
Percentage ranking alone would miss equality. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
40% of 150 vs 60% of 90
Compare amounts.
The likely comparison error is 60% chosen. 60 versus 54; 40% amount is larger.
Bases differ substantially. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Class A 18 of 24 pass; Class B 21 of 30 pass
Compare pass rates.
The likely comparison error is count chosen. A is 75%; B is 70%; A has better rate.
Counts and proportions answer different questions. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same classes, compare number passed
18 versus 21.
The likely comparison error is rate chosen. B has more pupils passing even though A has higher rate.
Target decides comparison. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Store A sells 45 of 60; Store B sells 60 of 100
Compare sold proportion.
The likely comparison error is amount chosen. A is 75%; B is 60%; A sold larger proportion.
Normalise to percentages. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same stores, compare units sold
45 versus 60.
The likely comparison error is percentage chosen. B sold more units.
Actual count differs from proportion. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Tank A 30% full of 100 L; Tank B 50% full of 40 L
Which contains more water?
The likely comparison error is 50% chosen. 30 L versus 20 L; A contains more.
Capacity is the whole. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same tanks, which is more full proportionally?
30% vs 50%.
The likely comparison error is litres used. B is more full proportionally.
Do not answer amount when asked proportion. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Budget A spends 25% of $400; Budget B spends 40% of $200
Who spends more?
The likely comparison error is 40% chosen. $100 vs $80; A spends more.
Budget size matters. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Votes: 60% of 50 vs 45% of 80
Which candidate received more votes?
The likely comparison error is 60% chosen. 30 vs 36; second gets more.
Total voters differ. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Books read: 3/5 of 50 vs 2/3 of 45
Which count is larger?
The likely comparison error is 2/3 chosen. 30 vs 30; equal.
Proportion sizes differ, counts match. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Water used: 35% of 200 L vs 50% of 120 L
Which used more?
The likely comparison error is 50% chosen. 70 L vs 60 L.
Calculate actual usage. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Savings: 15% of $800 vs 25% of $400
Which amount saved?
The likely comparison error is 25% chosen. $120 vs $100.
A smaller percentage can produce larger savings. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Marbles: 2/7 of 70 vs 3/8 of 40
Which red count is larger?
The likely comparison error is 3/8 chosen. 20 vs 15.
Fraction comparison is invalid across different totals. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same red fraction question
Which bag has larger red proportion?
The likely comparison error is counts used. 3/8 is greater than 2/7.
Here proportion is the target. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Remaining percentage after change
A class loses 20% of 50; another loses 10% of 80.
The likely comparison error is same remaining percentage assumed. Remaining counts: 40 and 72.
Initial wholes differ. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Second-stage percentage
After losing pupils, 25% of each remaining class joins a club.
The likely comparison error is original whole reused. The new percentage uses the remaining class if stated that way.
Each stage can have a new whole. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Ratio 2:3 total 100 vs ratio 2:3 total 50
Compare first groups.
The likely comparison error is same ratio means same count. 40 versus 20.
Same ratio means same proportion, not same amount. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
One half of a litre vs one half of 3 litres
same fraction same physical amount
The likely comparison error is 0.5 L vs 1.5 L.. The whole volume matters.
undefined Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
75% of one hour vs 60% of two hours
Which duration is longer?
The likely comparison error is 75% chosen. 45 minutes vs 72 minutes.
Convert both to actual time. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
30% of 2 kg vs 20% of 4 kg
Which mass is larger?
The likely comparison error is 30% chosen. 0.6 kg vs 0.8 kg.
Use common units and actual amounts. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
40% of 1.5 m vs 25% of 3 m
Compare length.
The likely comparison error is 40% chosen. 0.6 m vs 0.75 m.
Base length matters. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same fraction different shapes
Half of a small rectangle and half of a large rectangle.
The likely comparison error is equal area assumed. The half-regions differ in area if the rectangles differ.
Fraction of area still depends on whole area. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same percent different prices
Both items are discounted 30%.
The likely comparison error is same dollar savings assumed. Savings differ unless original prices match.
Equal percentage means equal relative change only. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same increase amount different bases
Both values increase by 20.
The likely comparison error is same percentage increase assumed. Percentage increases differ if starting values differ.
Actual change and proportional change are different. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Same final amount different original bases
Two sale prices are both $80 after different discounts.
The likely comparison error is same discount inferred. Different original prices can lead to same final amount.
Final equality does not fix percentage history. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Missing whole
30% equals 45.
The likely comparison error is percentage compared without recovering base. 100% is 150.
Sometimes the whole itself is the target. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
Compare unknown whole
40% of A = 60 and 30% of B = 60.
The likely comparison error is equal amounts imply equal wholes. A=150, B=200.
Same part amount can come from different wholes. Write the whole beside each fraction or percentage before comparing.
Now ask whether the question wants relative size or actual quantity. If it asks who has a higher percentage, compare proportions. If it asks who has more items, money, water or distance, convert to amounts.
For delayed transfer, change the context while preserving the same pair of fractions and different wholes. The learner should still identify the base before deciding.
A common-base clinic
Suppose Class A has 24 pupils and 18 pass, while Class B has 30 pupils and 21 pass. Comparing 18 and 21 answers who has more passing pupils: Class B. Comparing pass rates answers a different question. A is 18/24=75%; B is 21/30=70%, so A has the higher pass rate.
Both answers are correct for different targets. The mistake is not choosing one method over another; it is answering the wrong comparison. A common base such as 100 pupils makes proportional comparison visible, while actual counts preserve the amount comparison.
This is why the question wording must stay attached to the representation. “More pupils” and “higher percentage” are not interchangeable even when they refer to the same data.
A changing-whole clinic
A class has 40 pupils. Twenty-five percent are absent, leaving 30. Later, one third of the remaining pupils join an activity. That one third is one third of 30, which is 10, not one third of the original 40.
The base changes after the absence. If the question instead says “one third of the original class”, the base remains 40. The phrase remaining pupils or original class decides the whole.
This is closely related to successive percentage control, but the focus here is more general: every fraction and percentage must carry its whole with it.
A seven-day same-whole cycle
- Day 1: equal fractions of different wholes.
- Day 2: different fractions producing equal actual amounts.
- Day 3: class percentages versus class counts.
- Day 4: discount rates versus dollar savings.
- Day 5: tank, mass and distance percentages with different capacities.
- Day 6: changing-whole multi-stage problems.
- Day 7: delayed mixed questions asking alternately for proportion and amount.
Parents and tutors: ask ‘fraction of what?’
When a learner compares percentages too quickly, ask “percentage of what?” or “fraction of which whole?” The learner should name the base quantity before calculating.
Then ask what the question wants: higher proportion or larger amount. This simple distinction resolves many apparently difficult comparison questions.
If the learner understands the bases but still makes calculation errors, move to arithmetic repair rather than reteaching the comparison concept.
Frequently asked questions
Can I compare percentages directly?
Yes when the question asks for proportion or rate. If it asks for actual amount and bases differ, calculate the amounts.
Does the same fraction mean the same amount?
Only when the wholes are equal.
Can a smaller percentage represent more?
Yes, when it is taken from a sufficiently larger whole.
Why do changing-whole problems feel difficult?
Because a later fraction or percentage may refer to a new remaining amount rather than the original base.
How do ratios connect?
When two ratio groups form a whole, convert parts to a part-to-whole fraction using total ratio parts.
What is the fastest check?
Write 100%= or whole= beside each side. If the bases differ, do not compare actual amounts by percentage alone.
Official 2026 PSLE Mathematics frame
The 2026 PSLE Mathematics syllabus assesses application of fractions, percentages, ratios and mathematical reasoning in context. Same-whole control helps learners distinguish proportional comparison from actual quantity. See the 2026 PSLE Mathematics syllabus.
Next route
Use the Primary 6 Mathematics Learning Hub for the wider route. Return to Vol 0045 for ratio-to-whole conversion and Vol 0062 for explicit base tracking.
The performance rule
Before you compare fractions or percentages as amounts, make sure they are fractions or percentages of the same whole.
