Fractions · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.1.3.1.3 - Find the simplest form of given fractions by dividing through by the highest common factor (i.e. by cancelling through by factors)

By the end of the lesson, learners can:

Identify the highest common factor (HCF) of the numerator and denominator of a given fraction.
Find the simplest form of a fraction by dividing both the numerator and denominator by their highest common factor.
Find the simplest form of a fraction by expressing the numerator and denominator as products of factors and cancelling common factors.
Use pictorial representations to show that a fraction and its simplest form represent the same amount.
Justify why a fraction in its simplest form cannot be simplified further.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Fractions (1.3)
Content standard: B4.1.3.1 - Develop an understanding of equivalent and improper fractions
Indicator: B4.1.3.1.3 - Find the simplest form of given fractions by dividing through by the highest common factor (i.e. by cancelling through by factors)
Suggested placement: Term 2, Week 1 (Week 13 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.21
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 21
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Use pictorial representations to illustrate the simplest form of a fraction; e.g. 6/12 = 3/6 = 1/2

Wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions,... — A wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions, coloured regions. The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

E.g. 2. Find the simplest form of a given fraction, divide through by the highest common factor.

Wide colour mathematical teaching visual is organised as a labelled teaching diagram with coloured regions, open... — A wide colour mathematical teaching visual is organised as a labelled teaching diagram with coloured regions, open white space around the main marks. Visible labels, values, and notation include: 8; 12; =; 3.

E.g. 3. Find the simplest form of a given fraction, express the numerator and denominators as factors and cancel through common factors.

Wide colour mathematical teaching visual is organised as a worked calculation with vertical divisions, coloured... — A wide colour mathematical teaching visual is organised as a worked calculation with vertical divisions, coloured regions, open white space around the main marks. Visible labels, values, and notation include: 12; . x/2 × 2; ='; 7×1 ×3.

E.g. 2. Find the simplest form of a given fraction, divide through by the highest common factor.

Wide colour mathematical teaching visual is organised as a labelled teaching diagram with vertical divisions,... — A wide colour mathematical teaching visual is organised as a labelled teaching diagram with vertical divisions, coloured regions, open white space around the main marks. Visible labels, values, and notation include: 12; =; 2; 3.

E.g. 3. To find the simplest form of a given fraction, express the numerator and denominators as factors and divide through by common factors.

Wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions. Visible labels, values, and notation include: B8sonn cne simpiest torm Old given lracdion, express cre bamerdtr dn denontrs ds lactors an; divide through by common factors.; 8; 2×1×2; =; 12; *×ß ×.

 The document prints E.g. 2 and E.g. 3 twice for this indicator: once on printed p.21 and again (E.g. 2 at the foot of p.21, E.g. 3 at the head of p.22) with slightly different wording. Both printings are kept, in page order. The fractions are stacked and are written inline.