This displays some rectangles cut into halves, quarters, sixths, eighths and tenths and asks students to shade them so that half is shaded on all. Students are asked to fill in the missing numbers so that they get ½ = 2/4 = 3/6 = 4/8 = 5/10

Similarly, diagrams are given to show fractions equivalent to 1/3, 2/5 and ¾.

Note: You could use Printable Master - Fraction Circles to support students who have difficulty drawing equal parts.

This displays a fraction wall and some equations.

It asks students to write down the letters beside the ones that are false and make a word from the letters.

This displays some pictures of cakes and pizzas etc cut into fractions.

For example three pizzas are cut into quarters and students are asked how many quarters there are in all three and to fill in the equation for this thinking.

This displays some fruit to cut up into pieces to find the number of pieces and then write the equation for each.

This displays some fraction families of facts that could be used to help solve problems of the 'how many quarters in 5' type.

For example, 5 x 20 = ¼, so 5 x ¼ = 20 and ¼ ÷ 20 = 5 and 20 ÷ ¼ = 5.

This displays an example like the one on page 158 with changing 11/3 to a mixed fraction.

Then there is an example of 6 ¾ changed to an improper fraction.

Students have gaps to fill in.

This displays a four-pointed star cut into equal-sized parts and then asks students how many stars various numbers of the parts will make.

This displays some problems like Activity 3 question 4.

This displays the instructions to two boxes of improper fractions and two boxes of mixed fractions.

Divide the class into groups and get them to race each other to change the improper fractions into mixed fractions and vice versa.

This displays some diagrams for students to use to add and subtract fractions with the same denominator.

This displays some problems with gaps for students to fill in that involve adding and subtracting fractions with mixed fraction answers.

This displays some pictures of food to share.

Students are asked about ways to show the remainder.

Example: Pic of four pears to share between three people.

This shows that one pear goes to each person and then there is one pear left over which can be shared if it is cut into thirds and each person gets a third.

This displays some word problems about building Benny a kennel with wood and all with fractional remainders.

Example: Max wants to cut a piece of wood 6 m long into 8 equal pieces for Benny’s kennel floor.

How many metres long is each piece?

This displays the Getting started on page 149.

If students use two different coloured counters to help, suggest they first work out the ratio for how much Milly and the SPCA each get, then allocate an amount that each counter is worth. They will need to determine that for each red SPCA counter, Milly will get two green counters.

Then, for example, for the $9 the SPCA would get 3 red counters to Milly’s 6 green counters.

The value of the counters can then be changed ($100 instead of $1) so that if they are working out how much Milly and SPCA will get if Granny gives $900 altogether, each counter could be worth $100. This will encourage students to use number properties rather than working with large numbers of counters or amounts of money.

You could extend this by suggesting other amounts with different ratios that Granny might have left Milly and the SPCA.

This displays some related pictures and asks students to work out the missing number.

Example: 3 nuts and 4 oranges and then 9 nuts and ? oranges.

This displays an example similar to the one on page 165 about Mula the monkey, with some questions to discuss.

This displays some double number lines and some problems that can be solved using them.

Students are asked about the multiplicative thinking involved in working out the missing numbers.