## Objective

This great is for 3rd through 5th grade student who have an knowledge of tantamount fractions making use of models, an knowledge of multiplication and department facts, and also of multiplying and also dividing fractions. Students will usage multiplication and department to present equivalent fractions.

You are watching: 12/18 in simplest form

**Key Understandings**

If you multiply or division both numerator and denominator through the very same number, the new portion will be identical to the initial fraction.

**Vocabulary**

**Denominator:** The bottom part of a fraction. The denominator to represent the total number of equal components in the whole or the set.

**Numerator:** The top component of a fraction. The numerator represents how countless pieces the the totality that space being discussed.

**Equivalent Fractions:** fountain that mitigate to the same number and have an same value. They room fractions the name the same amount in different ways.

**Simplifying:** to reduce to lowest terms.

**Lowest terms/Simplest Form:** The numerator and denominator that a fraction in lowest terms have no typical factors other than one.

## Procedure

**Demonstration**

Review vocabulary and also what college student know about equivalent fractions. Present models of tantamount fractions and also explain that even though the numerators and denominators in the fractions space different, the fractions represent the very same amount, which way they are equivalent.

Use models to present the fountain 1/2 and also 2/4, or draw them for students. Have actually students point out what castle know about the fractions. Command them to check out that there space twice as many pieces in the drawing of 2/4 than in the drawing of 1/2, yet they represent the same amount.

Review the numbers that room multiplied by one equal the same number. Ask students to provide a couple of examples of one together a fraction, for example: 3/3, 4/4, 2/2. Write 1/2 x 2/2 = 2/4, and also show the the numerator and denominator room doubled to display the new fraction. Describe that this is another method to uncover equivalent fractions.

Multiply the numerator and denominator by the very same number to discover an equivalent fraction. Or, divide the numerator and denominator by the exact same number. It"s important to create fractions as "stacked", no side-by-side. This will help students when multiplying and also dividing.

Show a few examples:

3/12 x 4/4 = 12/48**3/12 (division sign) 3/3 = 1/4 all of these fractions are equivalent due to the fact that they surname the exact same amount: 1/4**

After a few examples, have students think around a dominion for this principle. Castle should have the ability to tell you that if you multiply or division both numerator and denominator by the exact same number, the new portion will be identical to the original fraction. The only time this won"t work is if students main point by zero.

Explain that periodically fractions have to be change the name to do them much easier to work with. Emphasize the the fractions will still same the same amount, or be equivalent, yet the numerator and denominator will be various from the initial fraction.

To simplify fractions, find a typical factor that will certainly divide evenly right into the numerator and also denominator. Because that example, display the student this fraction: 12/18

Find the components of the numerator and denominator. The factors of 12 space 2, 3, 4, and also 6. The factors of 18 space 2, 3, 6, and also 9. The typical factors space 2, 3, and also 6.

To simplify the fraction, division by 6, since 6 is the greatest usual factor. Show students exactly how to division the fraction: 12/18 (division sign) 6/6 = 2/3

Explain the a fraction is in simplest kind if 1 is the only usual factor the the numerator and also denominator. Have students recognize if this fraction is in most basic form. 2/3 is the simplest kind of 12/18.

In order to mitigate a portion to its lowest terms, define that students can divide by any type of common factor, and also continue till it"s in shortest terms, or they have the right to divide through the greatest common factor. For example, students can divide the fraction 12/18 by 2/2, and also then division by 3/3 to display the fraction in most basic form. Or students could divide 12/18 through 6/6 and also show the fraction 2/3 in one step.

Discuss the meaning of the word equivalent and also what renders fractions equivalent. Have students create in their journals how they can uncover equivalent fractions. Have them answer the question: exactly how do you recognize when you have actually a fraction in most basic form?

**Guided exercise **

Have students practice finding equivalent fractions both by multiplying the numerators and denominators and also by separating the numerators and also denominators through the greatest usual factors. Administer students with several fractions and ask lock to discover equivalent fractions by multiplying. Some examples could be 2/3,1/4, or 3/5.

Have students additionally simplify fractions. Part examples might be 6/30 = 1/5, 4/6 = 2/3, or 15/20 = 3/4.

Another means to have students practice would it is in to create flash cards of tantamount fractions, and also play a game such together concentration, whereby students find and match the indistinguishable fractions.

**Sharing concepts **

Discuss what college student learned if finding identical fractions. Have actually them share strategies they used.

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**Independent practice **

Give students numerous fractions and also have them find equivalent fractions making use of both multiplication and division.