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Question 1: Classroom Resources for Teaching Fractions
1.1 Name two manipulatives that can be used to teach fractions in the Intermediate Phase.
Fraction circles
Cuisenaire rods
1.2 For each manipulative named in Question 1.1, state one fraction concept that it can help
learners understand.
2
Fraction circles – Helps learners understand equivalent fractions (e.g., seeing that covers
4
1
the same amount as ).
2
Cuisenaire rods – Helps learners understand comparing fractions (e.g., seeing which rod is
longer or shorter in relation to a whole).
1.3 Choose one of the manipulatives and explain how you would use it to represent
three-quarters of one whole.
I would give each learner a full fraction circle representing one whole. I would then ask them to
select four equal-sized pieces from the set (the quarters). To show 3/4, they would place three of
those quarter-pieces together, leaving one quarter-piece out. I would then have them compare the
three quarters side by side with the full circle to see that 3/4 is less than one whole, and discuss that
they have taken 3 out of 4 equal parts.
Question 1: Classroom Resources for Teaching Fractions
1.1 Name two manipulatives that can be used to teach fractions in the Intermediate Phase.
Fraction circles
Cuisenaire rods
1.2 For each manipulative named in Question 1.1, state one fraction concept that it can help
learners understand.
2
Fraction circles – Helps learners understand equivalent fractions (e.g., seeing that covers
4
1
the same amount as ).
2
Cuisenaire rods – Helps learners understand comparing fractions (e.g., seeing which rod is
longer or shorter in relation to a whole).
1.3 Choose one of the manipulatives and explain how you would use it to represent
three-quarters of one whole.
I would give each learner a full fraction circle representing one whole. I would then ask them to
select four equal-sized pieces from the set (the quarters). To show 3/4, they would place three of
those quarter-pieces together, leaving one quarter-piece out. I would then have them compare the
three quarters side by side with the full circle to see that 3/4 is less than one whole, and discuss that
they have taken 3 out of 4 equal parts.
