1. The Issue A students inability to understand and communicate
the fraction concept because there is little or no understanding
that equal parts are needed and the process of naming the parts to
provide the fraction name is not internalised (Booker, Bond,
Sparrow & Swan, 2010, p. 158). The likely origins of these
issues Using mainly circular shapes to teach the concept of
fractions can contribute for having little or no understanding that
equal parts are needed, as the equality among the parts is not
intuitively obvious to students. When counting the parts to
determine a fraction the learner may use the counting numbers
rather than relating them to the ordinal numbers to give the
fraction name (Booker, Bond, Sparrow & Swan, 2010, p.
158).
2. The Fraction Frog Resource Package not only accommodates for
the concept of equal parts and naming fractions but also is in
alignment of the Australian Curriculum. Year 1 Recognise and
describe one-half as one of two equal parts of a whole (ACMNA016).
Year 2 Recognise and interpret common uses of halves, quarters and
eighths of shapes and collections (ACMNA033) Year 3 Model and
represent unit fractions including , , 1/3 , 1/5 and their
multiples to a complete whole (ACMNA058) (Australian Curriculum,
Assessment and Reporting Authority, n.d.). Fraction Frogs and the
Australian Curriculum
3. Using paint on the computer to draw fractions Students will
spin the spinner and draw on paint what fraction name is displayed.
For example if they spun fifths they would draw: The AAMT (2014)
recommend avoiding pre-divided shapes. Instead encourage students
to focus on trying to make the parts the same size. Booker, Bond,
Sparrow & Swan (2010, p. 156) advise that it is best to begin
with rectangles and then move onto other shapes. Extension- Colour
a fraction game Using the range of shapes created on paint students
will now pair up and spin a 1-10 spinner and the spinner from the
previous activity. Students must then locate the shape that shows
the number of parts indicated by the fraction name and colour it in
(use colour fill on paint). If it is not possible to shade in a
fraction because the fraction has already been coloured in or the
fraction name is not possible 6 halves the player misses a turn.
The player who fills their sheet up first wins the game( Booker,
Bond, Sparrow & Swan, 2010, p. 156).
4. Play-Doh and Fractions The play-doh provides students with a
hands on activity that gives students the opportunity to cut a
range of familiar objects into equal parts (Siemon et al., 2011, p.
412). This activity also encourages using fraction words such as
half, quarter and fifths. Consolidates well-known relationships
such as halves of a cake or fourth-parts of a worm (Siemon et al.,
2011, p. 412). To extend on the activity students can create their
own models to encourage students to think creatively and to
evaluate the suitability of various shapes for representing
particular fractions (Australian Association of Mathematic Teachers
(AAMT), 2014).
5. Name the fraction board game Directions- Each player takes a
turn a spinning the spinner and moves their counter to the first
shaded region or name that matches the fraction symbol indicated by
the spinner. The first player to make three laps of the board is
the winner. According to Booker, Bond, Sparrow and Swan (2010, p.
155) a motivating way of introducing and consolidating the fraction
names is through the use of games that call on children to name and
to match the fractions.
6. This activity was suggested to assist with using fractional
vocabulary by the Department of Education Western Australia
(2013).
7. Fraction Frogs- Sift and Sort This sift and sort activity
involves students choosing a card and evaluating whether they have
equal parts or not equal parts. The students must then blu-tack the
shape onto the appropriate side. Booker, Bond, Sparrow & Swan
(2010, p. 159) advise that students should have the opportunity to
sort shapes that have been formed into those that are equal and
those that are not equal. Teachers should provide non- examples of
fractions (using not equal parts) so students can compare the
difference in correlation with fractions having equal parts (AAMT,
2014).
8. Fraction Game Cards These fraction game cards represent each
fraction in three different ways (symbol, collection and ordinal
number) which can be used for playing: Memory Snap As mentioned in
a previous slide a motivating way of introducing and consolidating
the fraction names is through the use of games that call on
children to name and to match fractions (Booker, Bond, Sparrow
& Swan, 2010, p. 155). Cards can be selected according to the
students learning needs (Siemon et al., 2011, p.431).
9. Fraction Frogs- Paper Folding Students fold paper shapes
into equal parts and then label the parts This activity was
recommended by the AAMT (2014) and links to the Australian
Curriculum content descriptors for year 1,2 and 3. Rectangles and
squares should be used first as circular regions may confuse
students when trying to achieve equal parts (AAMT, 2014).
10. Fraction Frogs Lemonade recipe Task card When using this
recipe students will have the chance to use fractional words to
consolidate using well-known relationships such as half of a lemon
and one third of a cup which links the part and whole in a more
natural way (Siemon et al., 2011, 412).
11. References Australian Association of Mathematics Teachers
(AAMT) (2014). Top draw teachers: Resources for teachers of
mathematics. Retrieved from
http://topdrawer.aamt.edu.au/index.php/Fractions/Misunderstandings
Australian Curriculum Assessment and Reporting Authority (n.d.).
The Australian Curriculum v6.0 Mathematics Foundation to Year 10
Curriculum by rows. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching
Primary Mathematics (4th ed.). French Forest, NSW: Pearson
Australia. Department of Education Western Australia (2013). First
steps in mathematics: Number: Book 1. Retrieved from
http://www.det.wa.edu.au/stepsresources/detcms/navigation/first-
steps-mathematics/?oid=MultiPartArticle-id-13603817 Siemon, D.,
Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E.
(2011). Teaching mathematics: Foundations to middle years. South
Melbourne, Vic: Oxford University Press.