Fractions and decimals | 4th grade Math Worksheet | GreatSchools - Free Printable

Let’s solve each part step by step.

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Part 1: Write each fraction as a decimal.

We are given two examples:
- 1/4 = 0.25 → because 1 ÷ 4 = 0.25
- 3/4 = 0.75 → because 3 ÷ 4 = 0.75

Now let’s do the rest:

First column:
- 1/10 = 0.1 (because 1 ÷ 10 = 0.1)
- 1/5 = 0.2 (because 1 ÷ 5 = 0.2)
- 2/5 = 0.4 (because 2 ÷ 5 = 0.4)
- 3/5 = 0.6 (because 3 ÷ 5 = 0.6)
- 4/5 = 0.8 (because 4 ÷ 5 = 0.8)

Second column:
- 1/2 = 0.5 (because 1 ÷ 2 = 0.5)
- 3/10 = 0.3 (because 3 ÷ 10 = 0.3)
- 7/10 = 0.7 (because 7 ÷ 10 = 0.7)
- 9/10 = 0.9 (because 9 ÷ 10 = 0.9)
- 1/4 = 0.25 (already done above)

Third column:
- 1/8 = 0.125 (because 1 ÷ 8 = 0.125)
- 3/8 = 0.375 (because 3 ÷ 8 = 0.375)
- 5/8 = 0.625 (because 5 ÷ 8 = 0.625)
- 7/8 = 0.875 (because 7 ÷ 8 = 0.875)
- 1/20 = 0.05 (because 1 ÷ 20 = 0.05)

Wait — looking back at the worksheet, it seems there are only 3 columns with 5 rows each? Let me check again.

Actually, from the layout:

Left column:
1/10, 1/5, 2/5, 3/5, 4/5 → decimals: 0.1, 0.2, 0.4, 0.6, 0.8

Middle column:
1/2, 3/10, 7/10, 9/10, 1/4 → decimals: 0.5, 0.3, 0.7, 0.9, 0.25

Right column:
1/8, 3/8, 5/8, 7/8, 1/20 → decimals: 0.125, 0.375, 0.625, 0.875, 0.05

But wait — in the original image, the right column has 1/8, 3/8, 5/8, 7/8, and then 1/20? Actually, looking again — no, the last one is 1/20? Or maybe it's 1/2? No, let’s stick to what’s written.

Actually, rechecking the user’s image description — the third column ends with 1/20? But in standard worksheets, sometimes it’s 1/2 or others. Since we don’t have the exact image, but based on common problems, I’ll assume the fractions listed are:

From left to right, top to bottom:

Row 1: 1/10, 1/2, 1/8
Row 2: 1/5, 3/10, 3/8
Row 3: 2/5, 7/10, 5/8
Row 4: 3/5, 9/10, 7/8
Row 5: 4/5, 1/4, 1/20

Yes, that makes sense.

So decimals:

Row 1: 0.1, 0.5, 0.125
Row 2: 0.2, 0.3, 0.375
Row 3: 0.4, 0.7, 0.625
Row 4: 0.6, 0.9, 0.875
Row 5: 0.8, 0.25, 0.05

Okay, now next section.

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Part 2: Write each decimal as a fraction.

Given example: 0.25 = 25/100 = 1/4

We simplify fractions where possible.

Decimals given:

0.8, 0.2, 0.3, 0.4
0.25, 0.7, 0.1, 0.75
0.2, 0.6, 0.5, 0.8
0.1, 0.4, 0.9, 0.9

Wait — let’s list them clearly as per grid:

Probably arranged in 4 columns × 4 rows? From the text:

"Write each decimal as a fraction."

Then:

0.8 0.2 0.3 0.4
0.25 0.7 0.1 0.75
0.2 0.6 0.5 0.8
0.1 0.4 0.9 0.9

So 16 decimals total.

Convert each to fraction and simplify:

1. 0.8 = 8/10 = 4/5
2. 0.2 = 2/10 = 1/5
3. 0.3 = 3/10
4. 0.4 = 4/10 = 2/5
5. 0.25 = 25/100 = 1/4
6. 0.7 = 7/10
7. 0.1 = 1/10
8. 0.75 = 75/100 = 3/4
9. 0.2 = 2/10 = 1/5
10. 0.6 = 6/10 = 3/5
11. 0.5 = 5/10 = 1/2
12. 0.8 = 8/10 = 4/5
13. 0.1 = 1/10
14. 0.4 = 4/10 = 2/5
15. 0.9 = 9/10
16. 0.9 = 9/10

Note: Some repeat — that’s okay.

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Part 3: Write the answer in the box.

Questions:

1. Which two of the fractions above are the same as 0.5?

Look back at Part 1 fractions converted to decimals.

Which fractions equal 0.5? That’s 1/2.

In Part 1, we had 1/2 = 0.5.

Also, is there another? 5/10 would be, but we didn’t have 5/10 — we had 1/2.

Wait — also, in Part 2, we had 0.5 = 1/2, but the question says “fractions above” — meaning from Part 1.

In Part 1, which fractions equal 0.5? Only 1/2.

But the question says “which two” — so maybe I missed one.

Wait — perhaps 5/10? But we didn’t write 5/10 in Part 1.

Looking back: In Part 1, we had:

Fractions: 1/10, 1/5, 2/5, 3/5, 4/5, 1/2, 3/10, 7/10, 9/10, 1/4, 1/8, 3/8, 5/8, 7/8, 1/20

Which of these equal 0.5? Only 1/2.

But 5/10 is not listed. Unless... wait, 1/2 is the only one.

Perhaps they mean from both parts? But the question says “the fractions above” — likely referring to Part 1.

Maybe I made a mistake.

Another thought: 0.5 is also equal to 5/10, but we didn’t have 5/10 in Part 1.

Unless... in Part 1, did we have any other fraction that equals 0.5? No.

Wait — perhaps 2/4? But we didn’t have that.

I think there might be an error — or perhaps they consider 1/2 and maybe 5/10, but 5/10 wasn't in the list.

Looking again at the user’s input: in Part 1, the fractions include 1/2, and that’s it for 0.5.

But the question asks for “two” fractions. So perhaps I need to look at Part 2’s fractions? But Part 2 is decimals to fractions.

The instruction says: “Which two of the fractions above are the same as 0.5?”

“Above” probably means the fractions listed in Part 1.

But only 1/2 is 0.5.

Unless... wait, in Part 1, we have 1/2, and also, is 5/10 there? No.

Perhaps 2/4? Not listed.

Another idea: maybe 0.5 can be written as 50/100, but again, not in the list.

I think there might be a misinterpretation.

Let me read the worksheet structure again.

After converting fractions to decimals in Part 1, then decimals to fractions in Part 2, then Part 3 refers to “the fractions above” — which could mean all fractions mentioned, including those we wrote in Part 2.

In Part 2, when we converted decimals to fractions, we got fractions like 1/2, 1/5, etc.

Specifically, for 0.5, we wrote 1/2.

But still only one.

Unless they want us to list two different representations.

For example, 1/2 and 5/10 — but 5/10 wasn't explicitly written; we simplified it to 1/2.

In Part 2, for 0.5, we wrote 1/2, not 5/10.

Similarly, for 0.2, we wrote 1/5, not 2/10.

So probably, the intended answer is 1/2 from Part 1, and perhaps another fraction that equals 0.5.

Wait — in Part 1, is there 5/10? No.

Perhaps 2/4? Not there.

I recall that in some worksheets, they include equivalent fractions.

Another thought: in Part 1, we have 1/2 = 0.5, and also, if we consider 5/10, but it's not listed.

Perhaps the "fractions above" includes the ones we just wrote in Part 2.

In Part 2, for decimal 0.5, we wrote 1/2.

For other decimals, we have fractions like 1/5, 2/5, etc., none of which are 0.5 except 1/2.

Unless for 0.5, we could have written 5/10, but we simplified it.

The example showed 0.25 = 25/100 = 1/4, so they simplified.

So likely, only 1/2 is the fraction for 0.5.

But the question asks for two. So perhaps I missed a fraction in Part 1.

Let's list all fractions from Part 1 again:

From left column: 1/10, 1/5, 2/5, 3/5, 4/5
Middle: 1/2, 3/10, 7/10, 9/10, 1/4
Right: 1/8, 3/8, 5/8, 7/8, 1/20

None of these besides 1/2 equal 0.5.

1/2 is 0.5, 5/10 is 0.5, but 5/10 is not in the list.

Perhaps 2/4, but not there.

Another idea: maybe "the fractions above" refers to the fractions we used in Part 1, and also the ones we created in Part 2, but in Part 2, we have fractions like for 0.2 = 1/5, which is not 0.5.

Let's move to the next questions and see.

2. Which two of the fractions above are the same as 0.2?

0.2 = 1/5 or 2/10.

In Part 1, we have 1/5 = 0.2.

Is there another? 2/10 is not in Part 1, but in Part 2, for 0.2, we wrote 1/5, and also later for another 0.2, we wrote 1/5 again.

But still the same fraction.

In Part 1, only 1/5 is 0.2.

In Part 2, when we converted 0.2 to fraction, we got 1/5.

So only one unique fraction.

This is confusing.

Perhaps for 0.2, they consider 1/5 and 2/10, but 2/10 wasn't written; we simplified to 1/5.

Unless in Part 2, for the first 0.2, we wrote 2/10, but the example showed simplifying, so likely we simplify.

Let's look at the third question.

3. Which two of the fractions above are the same as 0.8?

0.8 = 4/5 or 8/10.

In Part 1, we have 4/5 = 0.8.

Is there another? 8/10 is not in Part 1.

In Part 2, for 0.8, we wrote 4/5.

Again, only one.

4. Which two of the fractions above are the same as 0.25?

0.25 = 1/4 or 25/100.

In Part 1, we have 1/4 = 0.25.

In Part 2, for 0.25, we wrote 1/4.

Also, in Part 1, is there 25/100? No.

But in the example, they showed 0.25 = 25/100 = 1/4, so perhaps they want 25/100 and 1/4.

But 25/100 is not in the "fractions above" unless we consider it from the example.

The example is given, but not part of the student's work.

Perhaps for this question, "the fractions above" includes the fractions we wrote in Part 2 before simplifying, but the instruction was to write as fraction, and the example simplified, so likely we simplify.

I think there might be a mistake in my approach.

Let me try a different interpretation.

Perhaps "the fractions above" refers to the fractions listed in Part 1, and for each decimal, there are two fractions in Part 1 that equal it, but that doesn't make sense because each fraction has a unique decimal value usually.

For example, 0.5 is only 1/2 in the list.

Unless they mean that 1/2 and 5/10 are the same, but 5/10 is not in the list.

Another idea: in Part 1, we have 1/2 = 0.5, and also, is 2/4 there? No.

Perhaps for 0.2, we have 1/5, and also 2/10, but 2/10 is not in Part 1.

Let's calculate the decimal values again for Part 1 fractions:

1/10 = 0.1
1/5 = 0.2
2/5 = 0.4
3/5 = 0.6
4/5 = 0.8
1/2 = 0.5
3/10 = 0.3
7/10 = 0.7
9/10 = 0.9
1/4 = 0.25
1/8 = 0.125
3/8 = 0.375
5/8 = 0.625
7/8 = 0.875
1/20 = 0.05

All unique except that some decimals may match, but in this case, all are different.

0.2 is only from 1/5, 0.5 only from 1/2, etc.

But the question asks for "two" fractions for each, so perhaps they want us to list the fraction from Part 1 and the equivalent fraction from Part 2 or something.

Perhaps "the fractions above" includes the fractions we wrote in Part 2.

In Part 2, we have fractions like for 0.2 = 1/5, for 0.5 = 1/2, etc.

But still, for 0.5, only 1/2.

Unless for 0.5, in Part 2, when we converted 0.5, we wrote 1/2, and also, is there another decimal that gives a fraction equal to 0.5? No.

I recall that in some worksheets, they have duplicate values.

Let's look at the decimals in Part 2: there are two 0.2's, two 0.8's, two 0.1's, two 0.4's, two 0.9's.

For example, 0.2 appears twice, and for each, we wrote 1/5.

So the fraction 1/5 appears twice in Part 2.

Similarly, 0.8 appears twice, and we wrote 4/5 for both.

0.1 appears twice, wrote 1/10 for both.

0.4 appears twice, wrote 2/5 for both.

0.9 appears twice, wrote 9/10 for both.

For 0.5, it appears only once, wrote 1/2.

For 0.25, once, wrote 1/4.

So for 0.2, the fraction 1/5 is written twice in Part 2.

Similarly for others.

But the question is "which two of the fractions above are the same as 0.5?" — so for 0.5, only one fraction is written: 1/2.

Unless they consider the fraction from Part 1 and from Part 2.

In Part 1, we have 1/2 = 0.5, and in Part 2, for 0.5, we have 1/2, so the same fraction.

Not two different fractions.

Perhaps for 0.25, in Part 1, we have 1/4 = 0.25, and in Part 2, for 0.25, we have 1/4, same thing.

I think the only way this makes sense is if for some decimals, there are two different fractions that equal them, but in this case, for 0.5, only 1/2.

Unless they mean that 1/2 and 2/4 are the same, but 2/4 is not in the list.

Another possibility: in Part 1, for the fraction 1/2, it is 0.5, and also, is there a fraction like 5/10? No.

Perhaps " the fractions above" includes the unsimplified versions, but the example showed simplifying.

Let's read the example in Part 2: "0.25 = 25/100 = 1/4" so they show both, but the answer is 1/4.

In the boxes, students are to write the simplified fraction, I assume.

For the question "which two fractions are the same as 0.5", perhaps they want 1/2 and 5/10, but 5/10 is not written anywhere.

I think I need to assume that for 0.5, the two fractions are 1/2 from Part 1 and 1/2 from Part 2, but that's the same fraction.

Perhaps for 0.2, they have 1/5 from Part 1, and for the first 0.2 in Part 2, they have 1/5, and for the second 0.2, they have 1/5 again, so the fraction 1/5 is listed twice.

Similarly for others.

For 0.5, it is only listed once in Part 2, and once in Part 1, so two instances of the fraction 1/2.

That might be it.

So for each question, they want the fraction that equals the decimal, and since it appears twice in the worksheet (once in Part 1 and once in Part 2, or twice in Part 2), they say "two fractions".

For 0.5: in Part 1, 1/2 = 0.5, and in Part 2, for 0.5, we have 1/2, so the fraction 1/2 is associated with 0.5 in two places.

Similarly for 0.2: in Part 1, 1/5 = 0.2, and in Part 2, for the first 0.2, we have 1/5, and for the second 0.2, we have 1/5, so three times, but they ask for two.

For 0.2, it appears in Part 1 once, and in Part 2 twice, so multiple times.

But the question is "which two of the fractions above are the same as 0.2?" so perhaps they want us to list the fraction 1/5, and since it appears multiple times, but the fraction is the same.

I think the intended answer is to identify the fraction that equals the decimal, and since it may appear in different contexts, but for the answer, we list the fraction name.

Perhaps for 0.5, the two fractions are 1/2 and 5/10, but 5/10 is not in the worksheet.

Let's look at the last question: "which two of the fractions above are the same as 0.4?"

0.4 = 2/5 or 4/10.

In Part 1, we have 2/5 = 0.4.

In Part 2, for 0.4, we have 2/5 (since 0.4 = 4/10 = 2/5).

Also, in Part 2, 0.4 appears twice, so 2/5 is written twice.

So for 0.4, the fraction 2/5 is used.

Similarly for 0.2, 1/5 is used.

For 0.8, 4/5 is used.

For 0.25, 1/4 is used.

And for 0.5, 1/2 is used.

So perhaps for each, the "two fractions" refer to the fact that the fraction is listed in Part 1 and also in Part 2, or something.

But for 0.5, in Part 1, 1/2 is there, in Part 2, for 0.5, 1/2 is there, so two occurrences.

Similarly for 0.2: in Part 1, 1/5 is there, in Part 2, for the first 0.2, 1/5 is there, so at least two.

For 0.8: in Part 1, 4/5 is there, in Part 2, for 0.8, 4/5 is there, and it appears twice in Part 2, so multiple.

So for the answer, we can say for 0.5: 1/2 and 1/2, but that's redundant.

Perhaps they want the fraction from Part 1 and the equivalent fraction from the conversion.

I recall that in some curricula, they consider 1/2 and 2/4 as different fractions but same value, but here 2/4 is not present.

Another idea: in Part 1, for the fraction 1/2, it is 0.5, and also, is there a fraction like 50/100? No.

I think I need to proceed with the most logical answer.

For 0.5: the fraction is 1/2, and it appears in Part 1 and in Part 2, so we can say 1/2 from Part 1 and 1/2 from Part 2.

But for the answer, perhaps just list the fraction.

Perhaps "which two" means to list two different fractions that equal the decimal, but in this case, for 0.5, only 1/2 is in the worksheet.

Unless for 0.25, they have 1/4 and 25/100, but 25/100 is not in the student's work; it's in the example.

In the example, they wrote 0.25 = 25/100 = 1/4, so perhaps 25/100 is considered.

But for the student's work, in Part 2, they are to write the fraction, and the example shows both, but typically they write the simplified form.

In the box for 0.25, they would write 1/4, not 25/100.

So likely, only simplified fractions are used.

I think for the sake of completing, I'll assume that for each decimal, the fraction that equals it is unique, and "two" might be a mistake, or perhaps for some, there are two.

Let's check 0.4: in Part 1, 2/5 = 0.4, and in Part 2, for 0.4, we have 2/5, and also, is there 4/10? But we simplified to 2/5.

In Part 2, for 0.4, we wrote 2/5, not 4/10.

So same as before.

Perhaps for 0.2, in Part 1, 1/5 = 0.2, and in Part 2, for the first 0.2, we have 1/5, for the second 0.2, we have 1/5, so the fraction 1/5 is listed twice in Part 2 for 0.2.

Similarly for 0.8, 4/5 is listed twice in Part 2.

For 0.1, 1/10 is listed twice in Part 2.

For 0.9, 9/10 is listed twice in Part 2.

For 0.5, 1/2 is listed once in Part 2, and once in Part 1, so two times overall.

For 0.25, 1/4 is listed once in Part 1, and once in Part 2, so two times.

For 0.3, in Part 1, 3/10 = 0.3, in Part 2, for 0.3, we have 3/10, so two times.

For 0.7, in Part 1, 7/10 = 0.7, in Part 2, for 0.7, we have 7/10, so two times.

For 0.6, in Part 1, 3/5 = 0.6, in Part 2, for 0.6, we have 3/5, so two times.

For 0.9, in Part 1, 9/10 = 0.9, in Part 2, for 0.9, we have 9/10, and it appears twice in Part 2, so more than two.

So for each decimal in the questions, the corresponding fraction appears at least twice in the worksheet (in Part 1 and in Part 2, or multiple times in Part 2).

So for the answer, we can list the fraction that equals the decimal.

For example, for 0.5, the fraction is 1/2.

For 0.2, the fraction is 1/5.

etc.

And since it appears twice, we can say "1/2 and 1/2" but that's silly.

Perhaps they want us to list the fraction from Part 1 and the fraction from Part 2, but it's the same.

I think for the answer, we can put the fraction name.

So for "which two of the fractions above are the same as 0.5?" — answer: 1/2 and 1/2, but better to say the fraction 1/2.

Perhaps "1/2" is the answer, and "two" refers to the number of times it appears, but the question asks for "which two fractions", implying to name them.

Another idea: perhaps for 0.5, they consider 1/2 and 2/4, but 2/4 is not in the worksheet.

I recall that in the Part 1, we have 1/2, and also, is 5/10 there? No.

Let's calculate if any other fraction equals 0.5: 5/10=0.5, but not in list; 2/4=0.5, not in list; 3/6=0.5, not in list.

So only 1/2.

Perhaps in the right column, 5/8=0.625, not 0.5.

I think I have to conclude that for 0.5, the fraction is 1/2, and it is listed in Part 1 and in Part 2, so for the answer, we can put "1/2" and since it's the same, but the question says "two", so perhaps list it twice or something.

Perhaps for 0.25, they have 1/4 and 25/100, and in the example, 25/100 is shown, so perhaps for 0.25, the two fractions are 25/100 and 1/4.

And for other decimals, similar.

For example, for 0.2, 2/10 and 1/5.

In Part 2, when we convert, we might write the unsimplified first, but the example shows both, but the box is for the final answer, which is simplified.

In the worksheet, for Part 2, the boxes are for the fraction, and the example has "0.25 = 25/100 = 1/4" with boxes for 25/100 and 1/4? Let's see the user's input.

User said: "0.25 = \boxed{25}/\boxed{100} = \boxed{1}/\boxed{4}" so there are boxes for numerator and denominator for both the unsimplified and simplified.

Oh! I missed that.

In Part 2, for each decimal, there are two sets of boxes: one for the unsimplified fraction (like 25/100 for 0.25), and one for the simplified fraction (1/4).

So for each decimal, students write the fraction over 100 or 10, etc., and then simplify.

For example, for 0.8, they might write 8/10 = 4/5.

For 0.2, 2/10 = 1/5.

For 0.3, 3/10 = 3/10 (already simplified).

For 0.4, 4/10 = 2/5.

For 0.25, 25/100 = 1/4.

For 0.7, 7/10 = 7/10.

For 0.1, 1/10 = 1/10.

For 0.75, 75/100 = 3/4.

For 0.6, 6/10 = 3/5.

For 0.5, 5/10 = 1/2.

For 0.9, 9/10 = 9/10.

And for the repeats, same thing.

So in the worksheet, for each decimal, there are two fractions written: the unsimplified and the simplified.

For example, for 0.5, they write 5/10 and 1/2.

Both are fractions that equal 0.5.

Similarly for 0.2, 2/10 and 1/5.

For 0.8, 8/10 and 4/5.

For 0.25, 25/100 and 1/4.

And these are all "above" in the worksheet.

So for the question "which two of the fractions above are the same as 0.5?" — answer: 5/10 and 1/2.

Similarly for others.

Perfect! That makes sense.

So let's confirm.

In Part 2, for each decimal, students fill in two fractions: the initial fraction (e.g., for 0.5, 5/10) and the simplified fraction (1/2).

So both are present in the worksheet.

For 0.5, the two fractions are 5/10 and 1/2.

For 0.2, 2/10 and 1/5.

For 0.8, 8/10 and 4/5.

For 0.25, 25/100 and 1/4.

And for the other decimals, similar.

Now, for the questions:

1. Which two of the fractions above are the same as 0.5? → 5/10 and 1/2

2. Which two of the fractions above are the same as 0.2? → 2/10 and 1/5

3. Which two of the fractions above are the same as 0.8? → 8/10 and 4/5

4. Which two of the fractions above are the same as 0.25? → 25/100 and 1/4

5. Which two of the fractions above are the same as 0.4? → 4/10 and 2/5

Note that for 0.4, in Part 2, for the first 0.4, they write 4/10 and 2/5, and for the second 0.4, same thing, so the fractions are the same.

So for the answer, we can list them.

Now, to write the final answers.

First, let's summarize all parts.

Part 1: Fractions to decimals

As calculated:

- 1/10 = 0.1
- 1/5 = 0.2
- 2/5 = 0.4
- 3/5 = 0.6
- 4/5 = 0.8
- 1/2 = 0.5
- 3/10 = 0.3
- 7/10 = 0.7
- 9/10 = 0.9
- 1/4 = 0.25
- 1/8 = 0.125
- 3/8 = 0.375
- 5/8 = 0.625
- 7/8 = 0.875
- 1/20 = 0.05

Part 2: Decimals to fractions

For each decimal, write unsimplified and simplified.

List of decimals in order (assuming row-wise):

Row 1: 0.8, 0.2, 0.3, 0.4
→ 0.8 = 8/10 = 4/5
→ 0.2 = 2/10 = 1/5
→ 0.3 = 3/10 = 3/10
→ 0.4 = 4/10 = 2/5

Row 2: 0.25, 0.7, 0.1, 0.75
→ 0.25 = 25/100 = 1/4
→ 0.7 = 7/10 = 7/10
→ 0.1 = 1/10 = 1/10
→ 0.75 = 75/100 = 3/4

Row 3: 0.2, 0.6, 0.5, 0.8
→ 0.2 = 2/10 = 1/5
→ 0.6 = 6/10 = 3/5
→ 0.5 = 5/10 = 1/2
→ 0.8 = 8/10 = 4/5

Row 4: 0.1, 0.4, 0.9, 0.9
→ 0.1 = 1/10 = 1/10
→ 0.4 = 4/10 = 2/5
→ 0.9 = 9/10 = 9/10
→ 0.9 = 9/10 = 9/10

Part 3: Answers

1. For 0.5: 5/10 and 1/2
2. For 0.2: 2/10 and 1/5
3. For 0.8: 8/10 and 4/5
4. For 0.25: 25/100 and 1/4
5. For 0.4: 4/10 and 2/5

Note that for 0.2, it appears multiple times, but the fractions are the same: 2/10 and 1/5.

Similarly for others.

So now, for the final answer, since the user asked to solve the problem, and the main task is to fill in the blanks, but since it's a text response, I'll provide the answers for each part.

But the user might expect the completed worksheet, but in text, I can list the answers.

Since the Final Answer should be concise, perhaps for Part 3, as it's the last part.

But the instruction is to solve the problem accurately, so I need to provide all.

However, in the response format, the Final Answer is for the final correct answer, which might be for the entire task, but typically for such worksheets, the answers are the filled-in values.

Perhaps for the boxed answer, it's for Part 3.

To be safe, I'll provide the answers for Part 3 in the Final Answer, as it's the concluding part.

But let's see the user's request: "Solve the problem accurately." and the problem is the whole worksheet.

In the response, I can state the answers.

Since the Final Answer section is for the final correct answer, and for this type, it might be the answers to the questions in Part 3.

I think for clarity, I'll box the answers for Part 3.

So for Part 3:

1. 5/10 and 1/2
2. 2/10 and 1/5
3. 8/10 and 4/5
4. 25/100 and 1/4
5. 4/10 and 2/5

Now, to write it neatly.

Also, ensure that the fractions are in the form as expected.

For 0.2, 2/10 and 1/5, etc.

Yes.

So Final Answer for Part 3.

But the user might want all parts, but since the instruction is to have a Final Answer section, and it's for the final correct answer, I'll put the Part 3 answers there.

To be comprehensive, in the reasoning, I have all, and Final Answer is for the last part.

I think that's acceptable.

So let's write.