This document focus on learning and teaching fractions through the following three processes, with some classroom examples:

**representing**

Students of all ages need to represent fraction ideas and relationships by using concrete materials, pictures, diagrams, words and symbols.

**reasoning and proving**

Students who are given opportunities to make conjectures about fractions and explore the conjectures to refine or refute them will have a more solid understanding of fractions.

**selecting tools and computational strategies**

The learning of fractions is rife with opportunities to build students’ ability to thoughtfully select tools and computational strategies. A range of tasks allow for students to make, discuss and reflect on decisions for tool and calculation strategies.

This document provides some activities on Fraction, with examples of probing questions by the teacher.

If students have used whole number counts to refer to the fraction pieces (i.e., one, two, three), ask, “How might we count those pieces, or regions, by using their fraction numbers?” It may be necessary to model this counting as “one one-third, two one-thirds, …”

Taken from K-12 Paying Attention to Fractions – PDF