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Having students draw pictures of fractions is a great way for them to visualize and understand them.

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One of the best ways to broaden student understanding is to have the class share the method that they used to solve a problem.  Students will begin to think of different ways to solve from their peers, rather than their teacher.

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Benchmark- "Students compare the size of fractions with 0,1/2 or 1.  For the

pair (3/7, 5/8), students might note that 3/7 is less than one-half and 5/8 is more than

one half" (Clarke, Roche, & Mitchell, p. 376).

Residual Thinking- "Students refer to the amount required to build up to one whole"

**Students should be able to figure out with way of thinking works best for them**

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The teacher should explain that

fractions are division problems.  "A fraction may also represent the operation of division such as 3 divided by 5 = 3/5" (Clarke, Roche, & Mitchell, p.374).

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Students need to be able to estimate the answer to problems with fractions.

Activity:  Practice adding fractions and coming up with the answers on white boards.

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Lessons should include many different types of manipulatives

to appeal to all learners in the classroom.  The more ways the

teacher shows fractions, the better chance of student understanding.

"A range of manipulatives and other tools have been employed during teaching

experiments, such as fraction bars, Cuisenaire rods, paper folding, laminated shapes, and

computer programs" (Clarke, Roche, Mitchell, p. 375).

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Fractions should be compared to real life uses all the time so students can relate to the meaning.

Activity:  The example of creating a bridge in the article is a great (and fun!) way of having students work together  to create a bridge while using fractions.

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This is a great game for students to come up with many representations of 1/2.

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Cyberchase . Games . Thirteen Ways of Looking at a Half | PBS KIDS

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Learn about fractions in this Cyberchase math game.

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Students should learn early on converting fractions to percentages and decimals.

Activity:  Include activities related to retail, such as a sale at a store and calulating tax.

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It can be difficult for students to understand

the concept of improper fractions.  Improper

fractions should be introduced fairly early for

maximum understanding.  "If students seem

to understand the language of fractions and

are making good use of number lines, then

improper fractions will fit in quite naturally"

(Clarke, Roche, & Mitchell, p. 375).

Activity:  I found that using the shape

manipulatives and having students represent

wholes and fractions help with the understanding

of improper fractions.

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*does not help students to fully understand fractions

*students make no connections with fractions

*students focus on memorization instead of learning the meaning of fractions