Fractions - Exploring Part/Whole Relationships


The Ontario Ministry of Education is not responsible for external content and resources.

Student Links


Equivalent Fractions
This virtual manipulative from NCTM Illuminations uses area (circles,squares) and linear measure representations.
Fractions - Equivalent
This is an interactive activity from NLVM in which you are given an area representation of a fraction and you are asked to create and name an equivalent fraction.
Fractions - Naming
This is an interactive activity from NLVM in which you are given an area representation of a fraction and you are asked to name the fraction.
Fractions - Comparing
This is an interactive activity from NLVM that uses a common denominator strategy for comparing two fractions.
Fractions - Visualizing
This is an interactive activity from NLVM in which you are given a numeric representation then asked to create an area representation.
Math Gizmos
Equivalent Fraction Rings
This is an interactive activity in which you practice making equivalent fractions using a fraction ring.


Teacher Links

Fractions Representing Part/Whole Relationships CLIPS Content at a Glance CL001_CAG_May 7.pdf
List and description of Additional Resources available through CLIPS: CL001_Additional Resources.pdf
NCTM Illuminations Web Links - Number and Operations
Math Frog - Grades 4-6 - UW's links to fun resources


Research Links

Ross, John A. et al, Connecting Practice and Research: CLIPS Project - Final Report to the Ontario Ministry of Education, http://www.oise.utoronto.ca/field-centres/ross/Ross%20etal%202008.pdf

Ross, John A. and Bruce, Cathy , Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions, http://www.oise.utoronto.ca/field-centres/ross/Ross-BruceCSSE09.pdf
Students have difficulty learning fractions and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision making. Remediation of student misconceptions is hampered by deficiencies in teachers’ knowledge of the discipline and pedagogical content knowledge. We theorized that a technology
resource could provide the sequencing and scaffolding that teachers might have difficulty providing. Five sets of learning objects, called CLIPS, were developed to provide remediation on fraction concepts.