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Last updated on August 5, 2025

5.2% as a Fraction

Professor Greenline Explaining Math Concepts

Numbers can be categorized into different types. Fraction is one of its kind. It is always represented in the form of p/q, where p is the numerator and q is the denominator. Fraction represents a whole and a fractional part. Percentages represent a part of a hundred. For example, percentages like 50% can be converted to decimals or fractions for various calculations. We are going to learn how to convert a percentage to a fraction.

5.2% as a Fraction for US Students
Professor Greenline from BrightChamps

What is 5.2% as a Fraction?

5.2% as a fraction

Answer

 

The answer for 5.2% as a fraction will be 13/250.

 

Explanation

 

Converting a percentage to a fraction is a task that can be done easily. You can follow the steps mentioned below to find the answer.

 

Step 1: Firstly, any percentage should be converted to a fraction for easy calculation. Here, 5.2% is the number, and it can be written as 5.2/100.

 

Step 2: To remove the decimal from the percentage, multiply both the numerator and the denominator by 10 (because there is 1 decimal place). 5.2/100 × 10/10 = 52/1000

 

Step 3: Here 4 is the GCD of 52 and 1000. Now, to make the fraction simpler, divide the numerator and denominator by 4. 52/1000 = 13/250 Hence, 5.2% is in the form of a fraction as 13/250.

 

Thus, 5.2% can be written as a fraction 13/250.

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Professor Greenline from BrightChamps

Important Glossaries for 5.2% as a Fraction

  • Fraction: A numerical quantity that is not a whole number, representing a part of a whole.
     
  • Percentage: A portion of 100, used to express ratios as parts per hundred.
     
  • Numerator: The top part of a fraction, indicating how many parts of the whole are being considered.
     
  • Denominator: The bottom part of a fraction, showing how many parts make up a whole.
     
  • GCD (Greatest Common Divisor): The largest number that divides both the numerator and the denominator without leaving a remainder.
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