What I want to perform in thisvideo is yes, really digest the idea that if we have actually some fraction,as long as us multiply the numerator and thedenominator of the fraction by the very same number,then we're going to have an equivalent fraction. So let's think about that. Let's say we multiply thedenominator here by 2. I'm claiming the as long aswe multiply the molecule by 2, we space going to gain anequivalent fraction. Therefore here, the denominator to be 6. For this reason here, ourdenominator will be 12. If our molecule hereis 4, well, we've gained to main point by 2 again,multiply our molecule by 2, to get 8. For this reason I'm claiming the 8/12is the same fraction as 4/6. And to visualize that,let me redraw this whole. However instead of having6 same sections, us now have 12 equal sections. So every of the sixwe deserve to turn right into 2. That's essentially whatmultiplying by 2 does. We now have actually twice asmany equal sections. Currently that we have actually twice as manyequal sections-- precise one, two, three, four, five, six,seven, eight, nine, 10, 11 12-- how many of them areactually shaded in yellow? Well, one, 2 three, fourfive, six, seven, eight-- 8/12. And also there's no magic here. If we have twiceas plenty of sections, we're walking to need to shadein double as many of castle in bespeak to have actually the samefraction of the whole. And it goes the various other way, too. This isn't simply truewith multiplication. It's additionally true the ifwe division the numerator and the denominatorby the same quantity, we room going come havean equivalent fraction. Therefore that's anotherway of saying, well, what wake up if Iwere to divide by 2? for this reason if i were to division by2-- for this reason let me division by 2-- I'm going to have actually 1/2 thenumber of equal sections. Or ns will just havethree same sections. And I'm explain if I carry out thesame thing in the numerator, the this is going torepresent the same fraction. For this reason 4 separated by 2 is 2. So I'm claiming that2/3 is the same portion as 4/6 is the samefraction together 8/12. Well, let's visualize that. Therefore here, this is6 same sections. But now, we're going come haveonly three equal sections. So we have the right to merge part ofthese same sections. For this reason we can merge thesetwo appropriate over here. And we can merge thesetwo ideal over here. And also then, we deserve to mergethese two ideal over here. Therefore our entirety isstill the very same whole. But now, we just havethree same sections. And also two of lock areactually shaded in. So these are allequivalent fractions. So the big takeaway hereis start with a fraction. If you multiply thenumerator and the denominator through the same quantity,you're walk to have an equivalent fraction. If you division the numeratorand the denominator through the samequantity, you're additionally going to have actually anequivalent fraction. So through that in our brains,let's handle a small bit of an equivalentfractions problem. Let's think about-- ifsomeone says, OK, I have 5/25, and I want to write that together somevalue, let's call that value t, end 100, what would certainly t be? Well, we have the right to seein the denominator to walk from 25 come 100,you had to multiply by 4. So if you desire anequivalent fraction, you have to multiply thenumerator by 4 together well. So t will need tobe same to 20. For this reason t is same to 20. 5/25 is the samething together 20/100. However what if someone says, well,5/25 is identical to blank, let's say inquiry mark, over 5? Well currently what would certainly you do? Actually, let's doit the other way-- is equal to 1 overquestion mark. Well, you can say, look, toget our numerator from 5 come 1, we have to divide by 5. We have to divide by5 to walk from 5 come 1. And also so similarly, we have todivide the denominator by 5. Therefore if you division the denominatorby 5, 25 separated by 5 is walking to acquire you 5.

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Therefore these room allequivalent fractions. 1/5 is equivalent to 5/25,which is equal to 20/100.