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Fractions

4-8_3-8_7-8

5-5

5-6

5-8

6-8

6-9

7-4_7div4_1_3-4

7-4_mul12_21

7-8

7-8q

9-8

9div12_9-12

a-b_adivb

a-b_adivb

equivalent_fractions

fraction strips

$fraction strips 2$

F_A_AP_AP1_S1_fig1

$Board game, with cards showing fractions, decimal fractions, area models and number lines.$

Fraction matching game.

F_A_AP_AP2_S1_fig1

$A student’s response to five questions related to fractions teaching and learning.$

Survey response

F_A_AP_AP2_S1_survey

$A student’s response to five questions related to fractions teaching and learning.$

Survey response.

F_A_AP_AP3_S1_fig1

$Schedule completed by the interviewer, detailing a student’s answers and representations regarding fractions.$

Interview schedule with notes

F_A_AP_AP4_S1_fig1

$Addition of a pair of fractions, also shown with fraction bars, to equal a set target of 4/5.$

Screen grab from L9811 Kick the goal: add proper fractions 1: assessment.
Source: © Education Services Australia Ltd, 2011

F_A_AP_AP4_S1_fig2

$Six questions, four responses marked as correct, two as incorrect. Teacher comments that student needs to work on adding fractions with different denominators.$

Adapted from L9811 Kick the goal: add proper fractions 1: assessment.

F_BI_I1_eq1

F_BI_I1_fig1.jpg

An area model showing halves.

F_BI_I1_figA1

$the top half of a fraction is called the numerator; the bottom half of a fraction is called the denominator$

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