This classroom

1. Teaching
Fractions
Using Visuals
Peggy Foo
Marshall Cavendish Institute

2. Theories
• Concrete-Pictorial-Abstract Approach
pedagogical model
• Enable students to visualize the concepts
• Build conceptual understanding before we
teach the skill of computation (procedural
understanding)

3. Fractions
• Represent a part-whole relationship
• Need to provide ample opportunities to make
sense of fractions using concrete, pictorial
representation so that they can understand the
abstract concept of fractions
• Concrete materials– real objects, fraction discs,
paper strips (folding)
• Pictorial representations– model bars
• Abstract - symbols and notions

4. Mixed Numbers and
Improper Fractions
• Watch a video

5. Multiplication of
Fractions (Concrete)
• Find the value of 1/2 x 2/3
• Find the value of ¾ x 2/3

6. Word Problem (Pictorial)
• Tom spent 2/5 of his money on a shirt and ½ of
the remainder on a pair of pants. What fraction
of his money had he left?

7. Division by a whole
number (concrete)
• Share ¾ of a cake equally among 4 persons
• What fraction of the cake does each person
get?

8. Question?
• Fraction ÷ Whole number = answer (smaller)
• Fraction ÷ Fraction = answer (bigger or smaller?)

9. Division by a fraction
(concrete)
• Andrea wants to share 2/3 tub of ice-cream
with his friends. She wants to give her friends
1/6 of a tub. How many friends can Andrea
share the ice-cream with?

10. Challenging Word
Problem

11. Summary
• Using visuals to teach fractions to enhance
conceptual understanding
• Concrete (fraction discs, stripes)
• Pictorial (bar model)
• Abstract (symbols and notions)