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Students use dynamic tools to solve problems involving fractions. Problems include comparison of the relative size of two fractions, the ordering of fractions from smallest to biggest and adding fractions.

Teacher notes

  • Students first predict the answer to a problem involving fractions. They use a dynamic tool to solve the problem then see their problem-solving displayed in different formats.
  • Visual, sound and textual feedback is provided, and guided support is provided to students experiencing difficulty. Students see the results of their problem solving in different formats including an area model, the fraction's position on a number line and the symbolic fraction.
  • A notebook, which can be printed on completion of the task, automatically records the problems solved.
  • Randomisation of the activities supports repeated use.

Learning objects

Fraction fiddle picture.

Fraction fiddle: matching cake fractions
Fran is filling orders for cakes, not everyone wants a whole cake so she needs to match the cake orders to the cakes. Students use a circular region representation tool to find the matching symbolic fraction.

Fraction fiddle picture.

Fraction fiddle: hit the apple
To help an archer hit an apple target, students use a number line tool to find two fractions that will add together to make one whole. With a given denominator (1 or both) students manipulate relative size of the two fractions to make total of one whole. Reach a target of 1. Students can repeat the problem to find different solutions.