1. Fractions – Objectives
Identify equivalent fractions
Reduce fractions to their simplest form
You will need:
Equivalent fractions at
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2. Fractions – Direct Teaching Which family of fractions is this?
Agree that the fractions shaded dark blue are equivalent to ½ and that the numerator is half of the denominator in 2/4 and 3/6. __ 2 4 __ 3 6
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3. Fractions – Direct Teaching Which fractions belong in this family?2 __ 5 __ 3 12 6 __ 8 2 __ 8 3 __ 6 4 __ 16 __ 5 20 __ 1 4 __ 3 10
Circle/ highlight fractions equivalent to ¼ on IWB.
Point out that other fractions in this family can be created by multiplying the numerator and denominator of ¼ by the same number.
Which fractions belong in this family?
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4. Fractions – Student Activity
Write as many fractions
equivalent to ¾ as you can!
Pairs work together on mini whiteboards/ in the back of books.
Watch out for students who are not multiplying numerator and denominator by the same number.
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5. Fractions – Direct Teaching
What is the simplest equivalent fraction for:
÷ 4
To reduce fractions to their simplest form, encourage students to divide the numerator and denominator by common factors until the denominator is as low as possible.
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6. Fractions – Individual Practice
Choose any four of these fractions to
reduce to their simplest form: 6 __ 15 __ 10 __ 8 __ 10 45 25 18 10 __ 12 __
Watch out for students who think that fractions with bigger denominators are bigger, e.g. 1/7 is bigger than 1/6 because 7 is greater than 6 or that 3/12 > ¼ as 12 is greater than 4.
Encourage them to see that if a shape is divided into more equal parts, then each part will need to be smaller;
Be careful if students think that fractions are always less than 1 – point out that we can have mixed numbers: 1½ and improper fractions such as 3/2
Support weaker students by providing fraction walls or fraction towers for them to see and handle. 2 __ 30 4 __ 6 __ 30 12 28 18
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