Too many educators, and students I encounter say â€śjust flip the fractionâ€ť and do not know why or the reason for it.

I think algorithms are so baked into traditional math thinking that teachers can follow the traditions without realizing the self-limiting behavior. Also, the demands on teachers are so great that time for reflection or to ask â€śdoes this make sense?â€ť can be limited. Thatâ€™s why I have the utmost respect for the teachers who wrestle with these issues on Twitter, even if I donâ€™t always agree with their conclusions.

What I like about Lipingâ€™s explanation is that it draws out the idea of multiplying by 1, expressed as a fraction, to create understanding of why you â€śflipâ€ť the second fraction.