July 27, 2017
|
by Byron Delcomb

Lesson plan

Fraction Simplest Form by Greatest Common Factor

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Students will be able to simplify fractions using the greatest common factor between numerators and denominators.

(5 minutes)
  • Write the following fraction on the board: 2436/3325
  • Ask your students to turn and tell their neighbor a strategy to reduce the fraction to its "simplest form," but don’t clarify the term yet!
  • Allow students to share their ideas with the whole class or with a partner. Note related academic terminology for future reference.
  • Reveal that today’s lesson is about simplifying fractions with larger numerator and denominators by using their greatest common factor. Explain that simplest form is when a fraction’s numerator and denominator can no longer be divided evenly by a common factor.
(10 minutes)
  • Hand out and lead your class through the opening model of the Equivalent Fractions and Greatest Common Factor worksheet.
  • Answer any clarifying questions.
(10 minutes)
  • Lead your class through exercise #1.
  • Guide your students through exercise #2, with students reading and offering explanations for as many next steps as possible.
(15 minutes)
  • Release your students to complete the remaining exercises on the worksheet independently.

Support

  • For students needing more practice factoring, have them complete the Greatest Common Factor: Easy worksheet noted in the references section of this lesson plan.

Enrichment

  • Share the strategy for finding if a number is divisible by three. If the sum of the digits are divisible by three, the face value of the number is divisible by three.
    • For example: 363 is divisible by 3, because 3 + 6 + 3 = 12, and 12 is divisible by 3 (12 = 3 x 4).
  • Have students make up fractions with:
    • Numerators and denominators with three to four digits
    • Divisible by three
    • A solution for simplest form
  • Powerpoint and Keynote are great slide show applications for presenting processes one step at a time.
(5 minutes)
  • Show your students a fraction with a single-digit numerator and denominator.
  • Then have them lead you through to an equivalent fraction with a three-digit numerator and denominator.
(10 minutes)
  • Allow your students to share out answers whole class.
  • Discuss: What can simplified fractions tell us about equivalent forms with larger numerators and denominators?

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