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Equivalent Fractions pt 2 Standards: M6N1 Lesson Objectives: 1.Students will know how to identify if two or more fractions are equivalent. 2.Students will.

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Presentation on theme: "Equivalent Fractions pt 2 Standards: M6N1 Lesson Objectives: 1.Students will know how to identify if two or more fractions are equivalent. 2.Students will."— Presentation transcript:

1 Equivalent Fractions pt 2 Standards: M6N1 Lesson Objectives: 1.Students will know how to identify if two or more fractions are equivalent. 2.Students will know how to find the missing number in a set of equivalent fractions.

2 Warm – Ups: Warm – Ups: Write 2 equivalent fractions for each

3 How can I tell if two fractions are equivalent? If you simplify both fractions and the part-to- whole relationship is the same, then they are equivalent. If you simplify both fractions, but the part-to- whole relationship is NOT the same, then they are not equivalent Let’s see how this works on the next slide

4 Identifying Equivalent Fractions Let’s look at these two fractions below. Step 1: Simplify both fractions **to simplify you must divide the numerator and denominator by the GCF** Step 2: Are the part-to- whole relationships the same? If yes, then they are equivalent. **Look at the numerator and denominator of both simplified fractions** These fractions ARE EQUIVALENT!!!

5 Identifying Equivalent Fractions Let’s look at these two fractions below. Step 1: Simplify both fractions **to simplify you must divide the numerator and denominator by the GCF** Step 2: Are the part-to- whole relationships the same? If yes, then they are equivalent. **Look at the numerator and denominator of both simplified fractions** These fractions ARE NOT EQUIVALENT!!!

6 Are these fractions equivalent?

7 How do we find the missing number in a set of equivalent fractions? Remember: Whatever you multiply or divide the numerator by, you must do the same to the denominator, and vice versa. So, let’s look at the denominator. How did we get from 5 to 45? x 9 Since we multiplied the denominator by 9, we must multiply the numerator by 9. But Why? x 9

8 How do we find the missing number in a set of equivalent fractions? Remember: Whatever you multiply or divide the numerator by, you must do the same to the denominator, and vice versa. So, let’s look at the numerator this time. How did we get from 24 to 3? Since we divided the numerator by 8, we must divide the denominator by 8. But Why? Divide by 8

9 Let’s find the missing number together 1)2)3) 4) 5) 6) x 7 x 6 x 6 x 6 Divide by 7 Divide by 8 Divide by 7 Divide by 12


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