E3621IM

Notes on Fractions
 SIMPLIFYING FRACTIONS

• Writing fractions in their simplest form is very

important for developing learners’ deeper
understanding of the concept ‘fraction’.

• Therefore, teachers need to know how to guide

learners on how to simplify fractions.
• The notion of equivalent fractions plays an important
role in leaners’ transition to the topic on simplifying
fractions.

• Since multiplying both the numerator and denominator

of a given fraction (A) yields another fraction (B) which
is equivalent to A, when simplifying B, one needs to
reverse the multiplication—i.e. divide both the
numerator and denominator by a same number.
• The number, with which one divides into the numerator

and denominator of a fraction in order to reduce the

fraction to simple terms, is called a common factor

between the numerator and the denominator.

• A fraction is simple (is in its simplest form/terms) if the

greatest common factor that can divide into both the

numerator and denominator is 1.

• E.g. Write each of the following fractions in its
simplest terms:
RULES OF SIMPLIFYING FRACTIONS

• Even though algorithms are helpful in allowing

learners to quickly compute fractions, they need to

meaningfully understand the basics of such

algorithms so that they know why such rules work the

way they do.

• Ploger and Rooney (2005) argue that “nothing is
wrong with rules. The question is whether those
rules are applied with understanding” (p. 15).

• Van de Walle, et al (2010, p. 160) also add that “a

firm understanding of fractions is the most critical
foundation for fraction computation. Without this
foundation, students will most certainly be
learning rules without reasons.”
• Ploger and Rooney (2005) summarised a few rules

for simplifying fractions.

• These rules can be adopted in the mathematics

classroom but after learners have gone through a

number of exercises and are able to identify the

characteristics highlighted in those rules.

1. The numerator-equals-the-denominator rule

• A fraction whose numerator and denominator are

equal is in its simplest form because there is no
other common factor which can divide the two
entities, other than themselves.
• e.g. 3/3, 2/2, 7/7, etc.

• When one simplifies such a fractions, it always

reduces to 1/1 which equals to 1.
2. The numerator-of-1 rule

• This is in cases when the numerator of a fraction is 1

and the denominator is greater than 1.

• A fraction of this kind is already in its simplest form,

since the greatest common factor that can divide
both the numerator and denominator is 1 and
dividing by 1 will not reduce the fraction further.
• E.g. , etc.
3. The even-number rule

• If both the numerator and denominator are even

numbers, the fraction is not in its simplest terms,
since any two even numbers always have a
number which can divide into both of them.
• For this reason, one can keep dividing the two
entities of the fraction by two until at least one of
them is an odd number and the greatest common
factor that can divide into them is 1.
• E.g. The fractions , , and can still be simplified.
 4. The half rule

• If the numerator of a fraction is exactly a half of the

denominator, the fraction can still be simplified to ½

• Ploger and Rooney stress that the half rule is “more

powerful than the even-number rule” (p. 14), because in
addition to telling us that the fraction can still be simplified,
it specifies that the simplest form of the fraction will ½.

• E.g., the fractions 4/8, 10/20, 50/100 and 90/180 can still
be simplified to ½.
5. The consecutive-number rule
• This rule is concerned with fractions in which the
numerator and denominator are consecutive
number with the numerator being the smallest
value.
• E.g. the fractions 2/3, ¾, 7/8 and 9/10 are in their
simplest forms.
• The greatest common factor that can divide into
both the numerator and denominator of such
fractions is 1.
 6. The prime-denominator rule

• If the denominator of a fraction is a prime number and the

numerator is less than the denominator, the fraction cannot
be simplified further.

• The logic behind this rule is the fact that a prime number
has only one factor; namely, itself and one.

• Therefore, since in this case the numerator and

denominator are not equal, there is no other number than
the denominator and 1, which will be able to divide into
both the numerator and denominator.
Exercise: Simplify the following fractions.
(State which rule you are applying, if any).

1. 7/21
2. 8/34
3. 16/17
4. 90/180
5. 75/76
6. 9/11
7. 44
8. 11
 OPERATIONS WITH FRACTIONS

• Just like with the whole numbers, the four basic

operations of mathematics can be applied to fractions

• This means we can add, subtract, multiply and divide

with fractions.
• For learners to be able to fluently apply the four
operations to fractions, they should be well
acquainted with the four models of fractions
(area/region, length and set models)

• They also need to have a strong foundation on the

notion of equivalent fractions before they start
applying the four operations to fractions.
 Addition and Subtraction of Fractions

• When adding fractions, it is important for learners to

know that addition works better with compatible
things.

• Therefore, to add/subtract two more fractions we must

first ensure that they are compatible by making sure
that the ‘wholes’ from where the parts that we are
adding have been taken, are divided into the same
number of equal parts.
E.g. Determine ½ + 1/3 and ½ - 1/3

• If we are to have the two ‘wholes’ above, divided into equal parts
of the same parts, we have to third the first one and half the
second one so that they are both divided into sixths.

• It is clear from the diagram above that adding ½ and 1/3 is the
same as adding three sixths and 2 sixths, which gives 5 sixths.
• Therefore ½ + 1/3 = 3/6 + 2/6 = 5/6
SUBTRACTING 1/3 FROM ½
• Works different from addition because one will only
need to make use of one diagram to represent the
operation.
• However, the ‘whole’ that will be used to carry out
the subtraction operation must still be divided into
sixths.
• Since a third is the same as two sixths, this simplifies
to 3 sixths minus 2 sixths.
• Therefore ½ - 1/3 = 1/6.

• Learners need to be familiar with these strategies

(and other learner invented strategies for adding

and subtracting fractions) before they are

introduced to the different algorithms used in

mathematics.
RULES FOR ADDING AND SUBTRACTING FRACTIONS

• Even though learners will be coming up with their invented

strategies for adding and subtracting fractions, it is
important that they are exposed to the standard
algorithms/rules that are used in mathematics for working
with fractions.

• But such rules must be explored in such a way that

learners see a connection between such rules and their
invented strategies of the strategies demonstrated above.
• Ploger and Rooney (2005) present a common rule for
adding fractions in which first one first finds a common
denominator between the fractions being added or
subtracted, then finds the numerators, followed by the
addition or subtraction of the new numerators.

• For example, in the case of ½ + 1/3, the common

denominator between the two fraction is any (but
preferably the lowest) common multiple of the two
denominators, e.i. 6.
• With a lowest common multiple (LCM), then one should
ask how many sixths are in each fraction—in ½ there are 3
sixths and in 1/3 there are 2 sixths,
• Therefore ½ + 1/3 = 3/6 + 2/6 = 5/6.

• Similarly, ½ - 1/3 = 3/6 – 2/6 = 1/6.

• This rule follows directly from the notion of dividing each of

the two ‘wholes’ into equal parts of the same sizes. It is
important that learners understand this algorithm so that
they can work with fractions without having to draw them.
• The second rule that Ploger and Rooney (2005)
introduced is what they call the cross product rule, in
which one cross-multiplies the numerator of the
first fraction with the denominator of the second
fraction, and then multiplies the denominator of
the first fraction with the numerator of the second
fraction, and add the two products to get the new
numerator.
• The new denominator is the product of the two
denominators.
• E.g. to add ¾ + 1/3, multiply 3 × 4 = 12 and 3 × 1 =
4, then add 12 + 4 = 16, therefore the new
numerator is 16 and the new denominator is 4 × 3 =
12.
• Therefore ¾ + 1/3 = 16/12, which can be simplified
to 4/3 = 1 1/3 (one and a third)
Home work
Work out the following using models indicated in
brackets.
References:
1. Miranda, H. (2016). Lecture notes.
2. Ploger, D. & Rooney, M. (August, 2005). Teaching fractions: Rules and
reasons. Teaching Children Mathematics, 12-17.