Count by quarters up to 1 whole

Summary: Place at least 1 metre of string up like a washing line. It must be able to hold multiple pegs/paper. This represents a numberline. Peg your representations up in order and accurately space them apart eg. 0, 1/2, 1, 1 1/2, 2 etc. Include multiple representations e.g. fraction and picture. If you don't have pegs, you can use slips of paper that are folded in half to hang over the line. If students are not familiar with number lines, start with whole numbers first and then build up to fractions. Multiple washing lines can be strung up, one below the other, to show pictures, fractions, decimal numbers and percentages. It can also be used to teach mixed numbers, improper fractions and compare fractions with related denominators to highlight equivalent fractions.�

Guiding questions: What number is at the start/end of� the washing line? Where does 1/2 go? How do I know? How does the denominator help me to work out where 1/2 sits on the washing line? What image matches with the fraction/symbol? What patterns do you notice? Model a non-example and ask students why it is incorrect and how to correct it.

Summary: This can be used for any proper fraction. Use the fraction wall to indicate how a bar can be divided/broken up into equal parts of a whole. Count as you click on and add each fraction part to the bar eg. one quarter, two quarters, three quarters, four quarters or one whole.

Guiding questions: What comes about 1/4? What comes after 2/4? Why is 4/4 the same as 1 whole?�

Summary: Students colour and label the fraction bars. It might be helpful to create a narrative about the bars eg. sushi or chocolate bars that you will share with friends.

Guiding questions: What is one whole? How many parts is the bar divided/cut into? What fraction is each part? What do you notice when you compare the sizes of each fration? Can you count by halves, thirds, quarters to one whole? What comes after one whole? What's another name for 3/6? 4/8?

Summary: This can be used for any proper fraction. Use the fraction wall to indicate how a bar can be divided/broken up into equal parts of a whole. Count as you click on and add each fraction part to the bar eg. one half, two halves or one whole.

Guiding questions: What comes after one half? What comes after 2 halves? Why is 2/2 the same as 1 whole? What happens after 1 whole or 2/2? What patterns do you notice?

Summary: Students stand in a circle and take turns going around the circle to count upwards by the designated fraction (e.g. one half, one, one and a half, two, two and a half… etc). Prior to counting, the teacher should name a number that is the buzz number. Anytime that number is featured in the answer, the child whose turn it is should say “buzz” instead of the numerical response. Then counting resumes with the next person in the circle. If any player miscounts or accidentally says the Buzz number, they’re out and sit down. The next person in the circle must say the correct answer. Play resumes around the circle. Continue playing until one person is left. They are the winner!

Guiding questions: Scaffolding can be done prior to the game: If we can count by whole numbers can we also count by fractions? What would this look like? Can we show this on a number line? What would come before/after this number when we are counting by __? How do you know? How will we know when to say a whole number instead of a mixed number?