Investigating the relationship between fractions and their equivalent decimal representations helps clarify to students that both representations stand for a single (rational) number on the number line. Since students are taught to perform computations with fractions and also to compute with decimals, performing these computations side-by-side with consistent results further reinforces this, and pulls these two representations into focus. In a way the mystery of these representations is removed, showing that computations can be performed in any way that is chosen; the results are equivalent. The results can be translated into the presentation that is wanted.