There are two parts to this fractions drill. Each of the first 32 fractions can be written in simpler terms, and scholars get some guidance as they are given either the denominator or numerator of the equivalent fraction. Review this by going over the example with the class, possibly writing out the division operation that must be repeated for the missing number. Next, pupils do the opposite by writing reduced fractions in several non-simplified forms, again given one number for each. Review the math operations learners used for these sections; how were they different? The same?