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.