Teaching Equivalent Fractions
November 17th, 2006
When teaching Equivalent Fractions, math teachers usually talk about least common denominator or LCD. Using LCD is a good way of teaching Equivalent Fractions but in most cases, you can just skip thinking about LCD. Mathematics is about recognizing patterns and Equivalent Fractions are no different.
A math problem on Equivalent Fractions usually ask the student to find the missing numbers such as:
| 2 3 |
? 6 |
? 9 |
When faced with Equivalent Fractions such as the ones above, do the followings:
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Start with the fraction that you know of both numerator (2) and denominator (3), in this case 2/3.
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For ?/6, identify that it is the numerator that is missing. If the numerator is missing, then the denominator is not missing and we can work with.
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Compare the two denominators (in this case 3 and 6)
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Find a number such that when multiplied by 3 gives 6. The number is 2 (3 x 2 = 6)
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Multiply the numerator by the same factor (2)
In this case, the fraction is 4/6.
Let’s test the method of teaching Equivalent Fractions: with 2/3 and ?/9
| 1. start with the fraction you know both numerator and denomenator | 2/3 |
| 2. What is missing? | numerator, so we work with the denominator |
| 3. Compare denomenators | 3 and 9 |
| 4. Find a factor such that when multiplied by 3 gives 9 | Factor = 3 |
| 5 Multiply the numerator by the factor | 2 x 3 = 6 |
So, the Equivalent Fractions are 2/3 and 6/9.
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