TEKS Math Standard: 2.3.D

Can your students figure out how to add fractions by looking for a pattern?

What if you set the stage for students to discover how to multiply fractions?

How many different ways can you make this fraction multiplication statement true using only the digits one through nine?

How many different ways can you make this fraction division math statement true using only the digits one through nine?

How many different ways can you make this fraction multiplication statement true using only the digits one through nine?

How many different ways can you make this math statement true using only the digits one through nine?

What if we took a fraction apart, then took those pieces apart, then recombined them, and then recombined those, arriving back to the original fraction?

What do you do with students who already get their fraction operations? Give them a contrived project about recipes or pizza slices? Make them solve annoyingly hard practice problems? Please. Here, we get students thinking in a whole new way, pondering which has more power, the numerator or denominator.

How many different ways can you make this math statement true using only the digits one through nine?

When fractions take on a new denominator, it’s as if they’re wearing a disguise – same value, new look. So let’s write a story about fraction equivalence starring a fraction who needs to fit in with a new group.

What does it look like to multiply fractions?

Have you ever wondered what it looks like to divide by a fraction, man?