A small group of students in first, second and third grade explored fractions using multiple representations of ONE.  With parquetry pieces they considered the fractional parts of a hexagon. In the process they learned that the denominator means how many equal parts are in the whole, in ONE. While the numerator indicates how many of those equal parts are shaded. We then shifted our attention to FRACTION WINDOWS, which is a drawing of twelve equal squares. Children would take turns flipping over fraction cards. With each card they would color in the fraction on their Fraction Window. For example if they turned over 3/12, the students would color in 3 of the 12 squares. For the second window they would repeat the activity coloring 6 of 12 squares. Then they would have to decide which fraction was bigger and insert the greater than, less than or equal sign. This activity became a little more challenging if the fraction card drawn was 1/3 or ¾ because then the children had to calculate what was 1/3 of 12, or ¾ of 12. Children used counters to help them make 3 equal groups, or 4 equal groups. Sometimes children were able to do this mentally. They began to see ½ was the same as 6/12, or 2/4. Finally, again using counters to help them, children learned how to calculate a fraction of larger numbers. What happens when you have to find 1/3 of 15, or ¾ of 24, and so on.