# data[].attributes.body
Fractions are often thought of to be the stuff of nightmares. They can lead to frustrated teachers, students, and parents. However, there are certain things that can be done to increase the understanding of fractions while decreasing the headaches they cause. This page contains 5 tips for teaching and working with fractions and how these tips fulfill their respective common core standards. To see a larger view of each tip simply click on the text box of the desired tip! :)

# data[].attributes.body
An important thing to remember when teaching fractions is that they are just another number. Similar to whole numbers like 1 or 2, fractions as a whole must be thought of as a number by themselves. For example, 1/2 must be represented and thought of as 1/2 rather than 1 over 2.

# data[].attributes.body
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

If students are to place fractions on a number line, it is imperative that students understand that fractions are just numbers.

# data[].attributes.headline
Tip #2 Show Many Different Models of Fractions During the First Introduction of Fractions

# data[].attributes.subject
Tip #2 Show Many Different Models of Fractions During the First Introduction of Fractions

# data[].attributes.body
Allowing students to become too comfortable with one model of fractions can lead to a struggle to understand more complex fractions in the future. Rather than sticking with one model of a fraction, such as a circle, it is important to show students multiple representations with various manipulatives. This gives them a greater understanding of the size of the fraction in a variety of situations.

# data[].attributes.body
CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Showing students a variety of representations of fractions helps them understand the size of the fraction in different forms (like decimals and various manipulatives). When given this understanding of size, students can better compare fractions to each other.

# data[].attributes.headline
Tip #3 Introduce Benchmark Fractions Early

# data[].attributes.subject
Tip #3 Introduce Benchmark Fractions Early

# data[].attributes.body
Using "Benchmark" or "Buddy" fractions can help students gain a greater number sense. Benchmark fractions are fractions like 1/4 or 1/2 that can be used when estimating the size of fractions like 6/13. This allows students to know that 6/13 is larger than 4/12 because it is closer to 1/2. By encouraging students to make estimations on the sizes of fractions, they understand fractions as measurements of other numbers better. Using fraction tiles may be helpful. The tiles give students a visual representation of the fractions and their relationships to each other.

# data[].attributes.body
CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Introducing benchmark fractions early on allows students to see the relationships between different fractions. Benchmark fractions make it easier for students to estimate the sizes of fractions.

# data[].attributes.headline
Tip #4 Describe the Numerator and Denominator One Way Throughout the Lesson

# data[].attributes.subject
Tip #4 Describe the Numerator and Denominator One Way Throughout the Lesson

# data[].attributes.body
Define the numerator and the denominator in a way that allows the students to carry their understanding of the two into complex studies of fractions. Rather than stating that the denominator tells us how many parts are in the whole, and the numerator is the number of parts we need to shade or count, it is better to describe the denominator as the "name" of the fraction while the numerator is the number of those named pieces you have. For example, 3/4 should not be described as 3 parts of a whole made of 4 parts. It should be described as 3 pieces each called a fourth.

# data[].attributes.body
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Giving students a generalized definition of a numerator and a denominator allows students to understand what exactly a fraction is. Knowing the parts of a fraction well can also help students in later grades convert fractions into decimals and vice versa.

# data[].attributes.body
The best way to understand a student's thinking is to have the student explain his or her thinking to you directly. Interviewing students whenever possible not only helps them comprehend their own thoughts but allows educators to discover areas of the topic that need to be discussed more in depth as well. It also brings new ways of approaching problems to the whole classroom rather than keeping them with the student that originally discovered or adopted the method.

# data[].attributes.body
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Interviewing students give educators the opportunity to discuss math problems in the context of real life problems. It gives educators the opportunity to further work one on one with students with different models and equations as well. Interviewing students can help prove an understanding of all of the common core state standards.