Step 4 Objective
Reduce a fraction to its simplest form by cancelling common factors.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
What if pupils find this a barrier?
The main barrier for pupils is a lack of understanding of equivalent fractions. Use a counting stick to guide chanting of pairs of multiples, e.g. 1 and 4 (1, 4, 2, 8, 3, 12, etc.). This generates proportional sets and can help form a clearer understanding of the relationship between the numerator and denominator of equivalent fractions. This enables pupils to build up full sets of equivalent fractions rather than the smaller set generated by doubling.