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### Teaching Mathematics: Foundations to Middle Years

Written by a group of highly respected and experienced teacher educators, the advice is based on current research and theories and, although written for pre-service teachers, there is much that will appeal to practising teachers.

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# Hit the apple

Demonstrate the learning object L2804 Fraction fiddle: hit the apple  to the class and discuss the dynamically linked components.

• One denominator is fixed but the other denominator and both numerators can be adjusted to create the desired fractions.
• As the fractions change, their fraction bars also change, as does their total on the vertical number line.

A screen grab from L2804 Fraction fiddle: hit the apple.
Source: © Education Services Australia Ltd, 2011

Demonstrate a task with these steps.

• Make the second denominator the same as the first.
• Make a fraction less than 1 and ask the students to suggest what the other fraction must be to complete one whole.
• Select <Repeat> and find another pair of fractions to complete the task. Selecting <Next> will specify a different denominator to work with.

Pairs of students work together on computers, taking turns to complete an addition task. Ask students:

• to print out the record sheet and discuss the patterns they see in the numbers
• what strategies they would use to add fractions like these without the learning object to assist.

Students ready for a greater challenge can be encouraged to make a different denominator for the second fraction.