Students find the greatest common factor, reduce 16 fractions to simplest form and spot fractions already in simplest form.
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Students reduce fractions by finding the greatest common factor first. A worked example shows the method, and a factor box beside it gives room to list the factors of any fraction in the main set and circle the greatest shared one. Of the 16 fractions in Part C, several, like 72/96, have a large common factor that takes more than one step if students divide by smaller numbers. The key shows the greatest common factor and both divisions for every fraction.
Watch 22/34 and 38/16, where the only shared factor is 2. Students expecting a bigger factor often call them already simplest; ask whether both numbers are even.
Students who divide 24/40 by 2 often stop at 12/20. Have them check the new top and bottom for a shared factor before moving on, as the key's teacher tip shows.
In Part D, students who test only small factors miss that 13 divides 39. Ask them to try the top number itself as a factor of the bottom.
Ways to adjust the 20 fractions for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students find the greatest common factor of the top and bottom numbers, write fractions in simplest form (including fractions greater than one) and decide whether a fraction is already in simplest form; decimals, percentages and number lines are not covered.
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