ABSTRACT
Visual activities are useful for building meaning for fraction operations. Children need lots of informal experiences with fractions before proceeding to formal fraction operations because they need to build up some fraction sense. This means that students should develop an intuition that helps them make appropriate connections, determine size, order, and equivalence, and judge whether answers are or are not reasonable. Such fluid and flexible thinking is just as important for teachers who need to distinguish appropriate student strategies from those based on faulty reasoning. Martin's method for determining fractions that lie between two given fractions relied on the use of equivalent fractions. By rewriting a fraction using an equivalent expression, namely, a fraction within a fraction, he was able to name many fractions between the two he was given.
