Equivalent fractions and multipliers
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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

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How many equivalent fractions for 3 5 can you make
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.


  • Look at the row of fractions at the bottom of the first table
    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


  • 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


  • Remember
    Remember… x8 x9 x10

    • 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! 


    Look at the second multiplication table on page 89 in your activity book
    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?


  • x6 activity book

    • 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



    Generate equivalent fractions
    Generate Equivalent Fractions activity book

    • Starting with the fraction 3/8 complete the fraction chain. Include multipliers!

    X2 x3 x4 x5 x6 x7 x8 x9 x10


    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


  • 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?


  • 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.


  • Homework
    Homework x8 x9 x10

    • Homework and Remembering page 127


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