An Introduction to

Fractions
Making Friends with
Fractions 
What is a fraction?
A fraction is basically an unworked
division problem.
 ¾ could be read “three divided by four.”
 The top number (numerator) tells how
many parts you are talking about.
 The bottom number (denominator) tells
how many parts it takes to make a whole
unit. In ¾, you are talking about 3 pieces
out of 4 pieces.
Equivalent Fractions
 You can have two fractions that are worth
the same amount.
 This is just like having half a dollar by
having 2 quarters or 5 dimes or 10 nickels
or 50 pennies.
 1/2= 5/10 = 10/20 = 50/100
 All of these fractions are worth the same
amount.
The Rule of Equivalent Fractions
 To create equivalent
fractions, you simply
multiply the top and
bottom by the same
number.
 It can be any number
you need it to be, but
you must do the same
thing to the top and the
bottom.
Creating Equivalent Fractions
 Let’suse the rule to create some
equivalent fractions.

1 = 2 = 3 = 4 = 5
3 6 9 12 15
x2/2 x3/3 x4/4 x5/5
In each case, the top and bottom of the
original fraction were multiplied by the
same thing.
Equivalent Fractions
 Use the equivalent fraction rule to make
three equivalent fractions for each of these
fractions:

 1/4

 2/5

 3/8

 1/10
Equivalent Fractions
 Use the equivalent fraction rule to make
three equivalent fractions for each of these
fractions:

 1/4 = 2/8 = 3/12 = 4/16

 2/5 = 4/10 = 6/15 = 10/25

 3/8 = 6/16 = 12/32 = 15/40 = 21/56

 1/10 = 2/20 = 5/50 = 9/90 = 10/100

Simplifying Fractions
 When you work with fractions, it is
considered proper to leave the fraction in
its most reduced form.
 That means that the top and the bottom
don’t share any factors. They are
“relatively prime.”
 One fool-proof way is to look at all the
factors of the top and the bottom and get
rid of the ones they share.
Simplifying Fractions

For example, take the fraction 6/10

6 = 3x2 Since 2/2 = 1,

10 = 5x2 the 2s will divide out.
(We say they “cancel”

out.”)
We end up with 3
5
Simplifying Fractions

 Here are the steps:

 List the prime factors of
both top and bottom.
 Cross out the ones
they share.
 Whatever is left is your
simplified fraction.
Simplifying Fractions

Another example:

30 = 2x3x5 =2x3 = 6
35 = 5x7 = 7 7

And another example:

24 = 2 x 2 x 2 x 3 = 2 x 2 = 4
90 = 2 x 3 x 3 x 5 = 3 x 5 = 15
Another Way
 Once you are used to this method, it may be
faster for you to divide out common factors that
are not prime.

 For example, we can simplify 40/72 if we

realize that 8 will go into both 40 and 72.
The result is 5/9.

 This way can be faster, but also is more open to

mistakes, since people sometimes overlook
common factors.
Simplifying Fractions
 Canyou put these fractions in their
simplest forms?

 5/20 =
 8/10 =

 18/27 =

 12/14 =
Simplifying Fractions
 Can you put these
fractions in their
simplest forms?
I’ve got it now!

 5/20 = 1/4
 8/10 = 4/5

 18/27 = 2/3

 12/14 = 6/7
 Common Denominators
 When you compare or
add or subtract fractions,
both fractions must have
the same denominator.
 This makes sense. If we
are going to add pieces
together, they need to be
the same size, or we will
not be able to add them
or compare them.
Common Denominators
 Of course, if we need to
change a denominator, we
will probably be changing
OUT of the simplest form.

 That’s OK!! We will

change the fraction to a
form we can use. If we
need to change it back
later, we can.
Common Denominators
 Take two fractions like 3/4 and 2/3. Which
is bigger?
 We need to change the fourths and the
thirds into pieces that are the same size.
 We need the bottom numbers to be the
same. No problem! We will just use the
Equivalent Fraction Rule to make the
denominators the same.
Common Denominators
 3/4 and 2/3
 Take a look at the bottom of each
fraction. We need the bottom
numbers to be the same.
 What number is a multiple of both 3
and 4? 12 is!
When the
denominators are
3 3 9 2 4 8
⋅ = and ⋅ = the same, we can
tell that 3/4 is the
4 3 12 3 4 12 bigger fraction!
Common Denominators
 So we used the
equivalent fraction rule to
make the fraction have a
denominator that was
convenient for us.
 Do not let the common
denominator problem
psych you out! Make it
work for you! It’s like
playing a game – you just
have to know the rules!
Common Denominators
 Here is another example:
 Compare 5/6 and 7/10
 We need to change the 6 and the 10 to the
same number. 60 would work, but there is
an easier way. Think about the multiples
of 10: 10, 20, 30, 40. . . – 30 is the smallest
number that is divisible by both 6 and 10.
We want new denominator to be 30 for both
fractions.
5 5 25 7 3 21
⋅ = and ⋅ =
6 5 30 10 3 30
Common Denominator Questions
 Inthe last problem, would I have been
wrong to use 60?
 No, but it is always easier to use the smallest
number that will do the job. Why work with big
numbers when you can use small ones?
 Isthere an easy way to find the smallest
common denominator?
 Yes, I am glad you asked!!
 Common Denominators
 This is one of those weird math tricks. It is almost like a
shortcut. We will use the last problem to demonstrate.
(5/6 and 7/10)
 Step 1: Make a fraction out of the two denominators.
 Step 2: Simplify that fraction & write it next to the first
one.
 Step 3: Multiply the top of one side by the bottom of the
other side. The answer you get is the smallest common
denominator (sometimes called the least common
multiple).
6 3
=
10 5 LCM = 30
Common Denominators
 Another common denominator example:
 3/4 and 5/8
 Find the common denominator: 4 1
=
8 2 LCM = 8
 Get
equivalent fractions so that both
denominators are 8:
3 6 5 5
= and =
This isn’t 4 8 8 8
so bad
after all!
Common Denominators
 Another common denominator example:
 7/15 and 9/20
 Find the common denominator: 15 3
=
20 4 LCM = 60
 Get
equivalent fractions so that both
denominators are 60:
7 28 9 27
= and =
These 15 60 20 60
fractions
are almost
the same
size!
To Simplify or To Unsimplify?

 Here’s the deal: If you need to add or

subtract or compare fractions, you will
need common denominators: This usually
means Unsimplifying your fractions.

 If you are finished working your problem,

you always want to leave it in simplest
form. That’s just good math manners!
Now What?
 Now you are ready
to begin operating Now that I
with fractions: understand
them, I
 Adding
really am
 Subtracting friends
with
 Multiplying
fractions!
 Dividing