When working with fractions, I find it effective to require students to convert each fraction that we work with to its decimal equivalent, to convert that decimal equivalent back into the original fraction, to convert that decimal into its percentage equivalent,
to work a simple percentage problem using that percentage and finally to work the same problem using the initial fraction.

This comprehensive method helps students to see the relationships between fractions, decimals and percentages in a holistic way and to promote the necessary skills in each element.