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?
Probing questions
What clues do you look for when reducing fractions to their simplest form?
How do you know when you have the simplest form of a fraction?
Give me a fraction that is equivalent to 
but has a denominator of 18. How did you do it?