1 / 13

Equivalent Fractions and Multipliers

Equivalent Fractions and Multipliers. Day 92. How many equivalent fractions for 3/5 can you make?. Turn to page 89 in your activity book! What do you see at the top of the page? What does row 3 in each table show? Multiples of 3 What does row 5 in each table show? Mutliples of 5

cira
Download Presentation

Equivalent Fractions and Multipliers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Equivalent Fractions and Multipliers Day 92

  2. How many equivalent fractions for 3/5 can you make? • Turn to page 89 in your activity book! • What do you see at the top of the page? • What does row 3 in each table show? • Multiples of 3 • What does row 5 in each table show? • Mutliples of 5 • Think of the numbers in row 3 as numerators and the numbers in row 5 as denominators. • Why is 3/5 equivalent to 6/10? • Both numerator and denominator of 3/5 have been multiplied by 2.

  3. Look at the row of fractions at the bottom of the first table. • The first fraction, 3/5, is in the simplest fraction. Why can’t we write it with smaller numbers for the numerator or denominator? • You can’t divide both numbers by the same whole number to make them smaller. • What are the multipliers for the fractions, as you look across the row? • 2,3,4,5,6,7,8,9,10 • Write the multipliers below each fraction. Where do you see the multipliers in the table? • In the top row

  4. X2 x3 x4 x5 x6 x7 x8 x9 x10 • Use this table as we discuss simplifying and unsimplifying fractions. • How can you change 3/5 to 18/30? • Multiply the numerator and denominator by 6 • How can you simplify 18/30? • Divide the numerator and denominator by 6 • How can you change 3/5 to 27/45? • Multiply the numerator and denominator by 9 • How can you simplify 27/45? • Divide the numerator and denominator by 9

  5. Remember… • When you divide the numerator and denominator to make them smaller, you are simplifying the fraction to make larger unit fractions. • Multiplying the numerator and denominator unsimplifies the fraction by making smaller unit fractions. • The two fractions still represent the same number, they are still the same part of the whole. • That’s why we call them equivalent fractions! 

  6. Look at the second multiplication table on page 89 in your activity book • What is the simplest way to express this fraction? • 4/7 • If I need a fraction equivalent to 4/7 with a denominator of 56, what will the numerator be? • 32 • How did you get 32?

  7. x6 • If I need a fraction equivalent to 4/7 with a numerator of 24, what will the denominator be? • 42 • How did you get 42? • Complete exercises 1-4 on your own! • Let’s complete page 90 together. • Look at the fraction bar for 5/6 • How can you modify the bar to show twelfths? • How can you modify the bar to show twenty-fourths? x6

  8. Complete the rest of the exercises on page 90

  9. Generate Equivalent Fractions • Starting with the fraction 3/8 complete the fraction chain. Include multipliers! X2 x3 x4 x5 x6 x7 x8 x9 x10

  10. X2 x3 x4 x5 x6 x7 x8 x9 x10 • Pretend that these fractions represent slices of the same-sized giant pizza. • The fraction circled in orange will represent the fraction of the pizza the girls receive. • The fraction circled in green will represent the fraction of the pizza the boys receive. • What does each denominator represent? • The total number of slices • What does each numerator represent? • The number of slices that the boy or girl gets

  11. X2 x3 x4 x5 x6 x7 x8 x9 x10 • Orange = girls • Green = boys • Who gets more slices? • Girls • Who gets larger slices? • Boys • Who gets a larger amount, the girls or the boys? Why?

  12. X2 x3 x4 x5 x6 x7 x8 x9 x10 • Orange = girls • Green = boys • What does the boys’ multiplier mean? • They have 3 times as many slices as the 3/8 of a pizza. Each slice is only 1/3 as large. • What does the girls’ multiplier mean? • They have 5 times as many slices as the 3/8 of a pizza. Each slice is only 1/5 as large.

  13. Homework • Homework and Remembering page 127

More Related