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### Course: Math (NSDC) - English>Unit 3

Lesson 5: Equivalent fractions

# Visualizing equivalent fractions

Sal uses fraction models to show equivalent fractions. Created by Sal Khan.

## Want to join the conversation?

• I keep getting confused over what a denominator and a numerator is😟
(27 votes)
• Have you heard of a "denomination"? People don't use this word much anymore, but when we paid with cash all the time, it was a common word. The denomination of a paper bill is, for example, a "twenty". The denomination of a coin is, for example, 25 cents. to describe a collection of money, we must use two numbers, not one. For example, I have 2 twenties. the two, is the count, or the "numerator". In the world of fractions, this means that if I have a bag with 1/4 (quarters), if I want to label the bag, I have to use 2 numbers, somewhere I need to write quarter, and somewhere I have to write how many quarters are in the bag. So we have all agreed (about 1,500 years ago) to label a bag with three quarters, 3/4. The count goes on the top (or on the left) and the denomination, the number of pieces the whole was cut into (the denominator) goes on the bottom (or the right).
(24 votes)
• how do we even do this, i don't understand the question...
(6 votes)
• i dont get it please help
(7 votes)
• can you add fractiones if the dominater is diffrent in 4 grade
(2 votes)
• No, you can't add fractions with different denominators. You can change the fractions so that they both get the same denominators, but until you do, you can't solve the problem.
(8 votes)
• how do you get a equivalent fraction
(2 votes)
• 1/2 = 2/4; 2/3 = 4/6, 3/4 = 6/8, 4/8 = 8/16 etc.
(8 votes)
• What is one thing that kids most likely 6th graders always have trouble with. Or might need help with
(5 votes)
• i still don't get this can u make another video for dumb people like me
(4 votes)
• your not dumb your smart
(4 votes)
• You can also divided the fraction both if it divisble by a number.
(2 votes)
• im so confused how did he get 3 for the numerator and the denominator.
(2 votes)
• 2 1/4 meters goes into 36 meters how many times
(1 vote)
• Well............your equation would be 36/2.25 (0.25 = 1/4)
36 divided by 2.25 equals 16.
You can reduce numbers like this:
Half of 36 is 18, and half of 18 is 9. How many times does 2.25 go into 9? (A smaller number to work with)
Well 2.25 + 2.25 = 4.5 and 4.5+2,25 = 6.75, and 6.75 +2.25 = 9......so 2.5 goes into 9 FOUR times.
And because 9 is 1/4 of 36, we must multiply by 4. (4 x 4) So the answer is 16.
(2 votes)

## Video transcript

Let's think about what fraction of this grid is actually shaded in pink. So the first thing we want to think about is how many equal sections do we have here? Well, this is a 1, 2, 3, 4, 5 by 1, 2, 3 grid. So there's 15 sections here. You could also count it-- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. So there are 15 equal sections here. And how many of those equal sections are actually shaded in this kind of pinkish color? Well, We have 1, 2, 3, 4, 5, 6. So it's 6/15 is shaded in. But I want to simplify this more. I have a feeling that there's some equivalent fractions that represent the exact same thing as 6/15. And to get a sense of that, let me redraw this a little bit, where I still shade in six of these rectangles, but I'll shade them a little bit in one chunk. So let me throw in another grid right over here, and let me attempt to shade in the rectangles as fast as possible. So that is 1-- 1 rectangle. I'll even make my thing even bigger. All right, 1 rectangle, 2 rectangles, 3 rectangles-- halfway there-- 4 rectangles, 5 rectangles shaded in and now 6 rectangles shaded in. So this right over here, what I just did, this is still 6 rectangles of the 15 rectangles are shaded in. So this is still 6/15. These are representing the same thing. But how can I simplify this even more? Well, when you look at it numerically, you see that both 6 and 15 are divisible by 3. In fact, their greatest common factor is 3. So what happens if we divide the numerator and denominator by 3? If we do the same thing to the numerator and the denominator, we're not going to be changing the value of the fraction. So let's divide the numerator by 3 and divide the denominator by 3. And what do we get? We get 2 over 5. Now how does this make sense in the context of this diagram right here? Well, we started off with 6 shaded in. You divide by 3, you have 2 shaded in. So you're essentially saying, hey, let's group these into sections of 3. So let's say that this right over here is one section of 3. This is one section of 3 right over here. So that's one section of 3. And then this is another section of 3 right over here. And so you have two sections of 3. And actually let me color it in a little bit better. So you have two sections of 3. And if you were to combine them, it looks just like this. Notice this is covering the exact same area as your 6 smaller ones did. And then how many equal sections of this size do you have on this entire thing? Well, you have 5 equal sections. Because this is one section of 3 right over here, this is another section of 3. And then this is another section of 3. So notice, you're covering the exact same area of the original thing. You're covering 2 out of the 5 equal sections. So 2/5 and 6/15 are equivalent fractions. So if you want to say what fraction of this is covered in the simplest form, you would say 2/5.