Exploring Equivalent Fractions through Multiplication

What must be done to both the numerator and the denominator to maintain the value of a fraction?

• Add the same number

• Subtract the same number

• Multiply by the same number

• Divide by the same number

What does multiplying a number by 1 result in?

• The number stays the same

• The number becomes zero

• The number increases

• The number decreases

In the area model, what does shading represent?

• The box itself

• The shaded pieces as the numerator

• The unshaded pieces

• The total number of pieces

How do you determine if two fractions are equivalent using multiplication?

• Multiply numerators and check if they are the same

• Add the same number to numerators and denominators

• Multiply denominators and check if they are the same

• Multiply both numerators and denominators by the same number

What is the result of multiplying any number by its reciprocal?

• 1

• 10

• The same number

• 0

What is the purpose of using an area model in fraction multiplication?

• To simplify the fraction

• To visualize the multiplication process

• To find the sum of two fractions

• To subtract one fraction from another

If you multiply the numerator by 3, what should you do to the denominator to keep the fractions equivalent?

• Multiply by 2

• Add 3

• Divide by 3

• Multiply by 3

What does an equivalent fraction represent?

• A fraction that is smaller

• A fraction that is larger

• A fraction that represents the same value

• A completely different fraction

How can you find equivalent fractions for 1/4?

• Multiply the numerator by 2 and the denominator by 4

• Add 1 to both the numerator and denominator

• Multiply both the numerator and denominator by the same number

• Divide the numerator by 2

In a practical scenario, how can equivalent fractions be used to divide seeds among flower pots?

• By dividing the total seeds by the number of pots

• By adding the same number of seeds to each pot

• By subtracting seeds from each pot

• By multiplying the total seeds by the number of pots