Compare Fractions Using Fraction Strips submitted by: Jeff LeMieux, May 2003 This narrative describes how I use my javascript tool, cataloged in the Math Tools digital library, in the classroom. Course: Math 7 Topic: Comparing and Ordering Fractions Resource type: JavaScript Resource location: http://www2.whidbey.net/ohmsmath/webwork/javascript/fracstrp.htm Math Forum catalogue entry: http://mathforum.org/mathtools/tool.html?rc=tool&new_id=798 Story:  One of the ways to introduce students to fractions is the use of fraction strips, as well as fractions on a line, fractions as parts of squares and fractions as parts of circles. All of these refer to one kind of fraction - the fraction as a part of a whole. This is a typical sample where a student is asked to create fraction strips by folding: Things that must be emphasized in this style of lesson include: Fractions in a lesson must be based on the same kind or size of a whole, i.e., to use fractions strips to solve a problem, both strips(circles, etc.) must be of the same length(size, etc.) to represent one whole. Each fractional part of one name (denominator) must be the same size as others of the same name. Each problem may need to redefine one or whole all over again Most students do not have an internal schema for recognizing the value of a fractional number. Students lacking in manual dexterity are easily frustrated by the idea of folding fraction strips; they usually understand the process. This script seeks to help those students as well as provide an limitless number of examples of comparing pairs of fractions by means of fractions strips. The idea of a common denominator was suggested by a colleague who thought the exposure would be of benefit. Where and how I used this: This script is used with a digital projector to review the concept of fractions in a large group, specifically, fractions relating to parts of a whole. The points mentioned above are also included. It is available on the web page with the weekly lesson plan for students to investigate further. The course of study progresses from here to finding common denominators, then equivalent fractions, etc. Send comments to Jeff LeMieux at tackweed@whidbey.net Jeff LeMieux 2003 http://www2.whidbey.net/ohmsmath