Cluster+1+-+Weblinks

=[|Fractions - Exploring Part/Whole Relationships]= 

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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.
 * [|Area Models of Fractions (Fraction Artist 1)]
 * [|Area Models of Fractions (Fraction Artist 2)]
 * [|Set Models of Fractions (Toy Factory)]
 * [|Equivalent Fractions - Fraction Tiles]
 * [|Rectangular Area Models of Fractions - Comparing (Modeling Fractions)]
 * [|Linear Models of Fractions - Comparing (Fraction Garden)]
 * [|Comparing and Ordering Fractions]
 * [|Fractions Greater than One - Fraction Tiles]
 * [|Improper Fractions and Mixed Numbers]
 * [|Function Machines 1]

Teacher Links
Fractions Representing Part/Whole Relationships CLIPS Content at a Glance List and description of Additional Resources available through CLIPS: **** [|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**, [] //

[|Ross, John A.] and [|Bruce, Cathy], **//Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions//**, [] 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.