If necessary, additional help is given (after an incorrect entry).

Answers must be converted to mixed numbers and/or reduced if necessary, but the student CANNOT proceed to either of these steps until the first addition is performed correctly.

The problem changes visually as the student progresses.

If necessary, additional help is given.

I experienced much frustration in the classroom when students performed pencil and paper steps out of order, or skipped steps, or moved to the next step when the previous one was done incorrectly (reaching inaccurate results). I could guide one or two student at a time, but I could not watch all students in a classroom simultaneously.

I wrote this program so that students may work independently, being required to perform all steps in the proper order, also being given all the help they need to achieve success.

Note that part of the reduction was done incorrectly.
The button to enter a reduction is removed, and the student must now find the GCF to continue working.

Now the GCF has been found (and its button has been removed), and the student may proceed to enter the correct numerator.

A reward movie is played throughout the program,
after completing an addition or subtraction correctly.

This example is one of many reward movies
(you might need to refresh this page to see the animation).

Add Unlike Denominators

The second component of the program is adding fractions with unlike denominators.

This is one component where my color scheme is especially useful to the student. The background color is coordinated with the least common denominator to give the student a strong hint.

The student must first convert the fractions to the least common denominator, and may not go to the next step of adding the two fractions until this is done correctly.

Add Mixed Numbers

The third component of this program is adding mixed numbers. First, the student must convert to a common denominator.

As in adding fractions with unlike denominators, the conversion must be done correctly before the next step is presented.

Again, my color scheme is especially useful to the student. The background color is coordinated with the least common denominator to give the student a strong hint.

The student CANNOT proceed to the next step until performing the current one correctly.

In the next example, more help was needed in the final mixed number conversion.

I found that illustrations like this one help the student understand the more abstract steps.

I added this particular illustration (specific to the particular problem) at the suggestion of some of my students who did not understand how to do the final conversion.

Subtract Like Denominators

The fourth component of the program guides the student through subtracting fractions with like denominators. Final answers must be reduced to lowest terms, if necessary.

This part of the program works in the same way as adding fractions with like denominators, giving specific help after incorrect entries.

Subtract Inca Denominators

The fifth component of this program gives practice subtracting fractions with unlike denominators. Final answers must be reduced to lowest terms, if necessary.

As in adding unlike denominators, the fractions must be converted to the least common denominator before proceeding to the next step of subtracting them.

My color scheme continues to give an intuitive hint about the least common denominator.

Subtract Mixed Numbers

The sixth component of this program guides the student through subtracting mixed numbers.

Most parts of the program work the same way as adding mixed numbers. However, additional help is given if a student needs to regroup a mixed number in order to subtract from it.

The student is first given a chance to regroup without an illustration. But my students (familiar with my use of illustrations to help teach) requested this additional illustrated help when they regrouped incorrectly on the first try.

This answer will need to be reduced to lowest terms.

Of course help (as shown above in adding fractions with like denominators)
will be provided if an incorrect fraction is entered.

In the next example, the student needed extra help in regrouping a mixed number.

In all my teaching, if one way does not lead a student to success, I seek to find another way.