Presentation draft	Create a list of slides with content for a presentation. If you have enough data, for each slide create a list of key information points (or simply provide text information for each slide). The titles of all slides must be formatted as headings (do not numerate slides)
Which subject	Mathematics
What age group	Year or Grade 6
What topic	Equivalent fractions
Number of slides	7
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Slide 1: Introduction to Equivalent Fractions

• What are equivalent fractions?
  • Fractions that have different numerators and denominators but represent the same value.
• Why are they important?
  • Understanding equivalent fractions helps compare and simplify fractions easily.

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Slide 2: Understanding Fractions

• The Structure of a Fraction
  • A fraction consists of a numerator (top number) and a denominator (bottom number).
• Example:
  • In the fraction 1/2, 1 is the numerator and 2 is the denominator.

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Slide 3: Visual Representation

• Using Shapes to Show Equivalence
  • Draw shapes (like circles or rectangles) divided into equal parts.
• Example:
  • Shade 1 out of 2 parts (1/2) and 2 out of 4 parts (2/4) to show they are equivalent.

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Slide 4: Creating Equivalent Fractions

• How to find equivalent fractions:
  • Multiply or divide the numerator and the denominator by the same number.
  • Example:
    • For the fraction 1/4:
      • Multiply both by 2 to get 2/8
      • Multiply both by 3 to get 3/12

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Slide 5: The Fraction Chart

• Common Equivalent Fractions Chart:
  • 1/2 = 2/4 = 3/6 = 4/8
  • 1/3 = 2/6 = 3/9 = 4/12
  • 1/4 = 2/8 = 3/12 = 4/16
• How to use it:
  • Helps in quickly identifying equivalent fractions.

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Slide 6: Finding Equivalent Fractions

• Practice Problems:
  • Find two equivalent fractions for each:
    • 1/5
    • 2/3
    • 3/4
• Tip:
  • Remember to multiply or divide both parts of the fraction by the same number.

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Slide 7: Conclusion and Questions

• Key Takeaways:
  • Equivalent fractions are fractions that look different but have the same value.
  • We can find them by multiplying or dividing the numerator and denominator by the same number.
• Any Questions?
  • Encourage students to ask about concepts they still find challenging related to equivalent fractions.