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How do I teach fractions online? (Or: what to use instead of a pizza picture on a Google slide)

Fractions are the point at which "just share your screen and use a Google Doc" stops working for online math. The move that teachers reach for in person — cutting a paper circle into thirds, sliding two coloured fraction bars next to each other to compare halves and quarters, lining up unit tiles under a number line — depends on something the student can physically pick up and move. A shared web-conferencing screen doesn't give you that; the student watches you handle the pieces from behind glass. What you need instead is a shared canvas where the student can drag virtual fraction pieces themselves: fraction bars whose on-screen width encodes the value (a 1/2 bar is literally half as wide as a 1/1 bar, a 1/4 bar is a quarter), fraction circles whose pie-slices snap-rotate together to tile a whole, plus a way to write the notation ("1/2 + 1/4 = 3/4") on the same canvas as the picture and — for consolidation — a way to open a fraction practice site (Khan Academy, IXL, a school district's own tool) inside the lesson rather than in a link the student opens and drifts away from. On Koala Go, the Fraction Bars and Fraction Circles ship inside the whiteboard's Math Tools panel (both on the Platinum tier); the operations symbols on the Math Symbols palette let you write the equation next to the picture; and the shared cobrowser handles the practice-site side. The rest of this page walks through the lesson workflow.

Why teaching fractions online is a specific kind of hard

Every elementary and middle-school tutor has a war story about fractions. The gap online tutors hit is not that fractions are harder to teach remotely than reading is — plenty of tutors do both. It's that fractions have a stubborn physicality in the way they're first understood. Three problems show up together, and the online workaround has to answer all three, not just one.

  1. Fractions are first understood as pieces of a physical thing. Ask a 7-year-old to divide a cookie among four people and they'll do it. Ask them what "1/4" means as a written symbol and they'll pause. The competence with cookies precedes the competence with numerals by months to years, and every good curriculum builds fraction understanding on that concrete substrate before it moves to symbols. Online, "the physical thing" is gone. If you replace it with a static shaded-pizza picture on a Google slide, you've traded a manipulative for a decoration — the student can see it, but they can't do anything with it.
  2. Fraction notation lies to a novice. The written form "1/2" looks like two numbers with a line between them, and lots of children read it that way for a while — "one and two" rather than "one out of two". Compounding this, keyboards don't have a fraction bar; a fraction typed in a text box as "1/2" reads as "one over two" and looks like a division statement, not a fraction. If your whiteboard can't show a proper fraction with a numerator, a bar, and a denominator, the student's picture and the student's notation live in two different rooms.
  3. Fraction operations demand comparison across shapes. "Which is bigger, 3/8 or 2/5?" is not a lookup problem — it's a visual comparison problem the student has to see. In person, you'd line up two fraction walls next to each other and ask the student to point at the wider one. On a video call, unless the student can grab the pieces themselves and lay them next to each other on a shared surface, the comparison becomes a "trust me, the tutor knows" exercise. The moment fractions get to operations — comparing, ordering, adding across different denominators, finding equivalents — passive-watching lessons stop working.

An online fractions workflow that actually works has an answer to each of the three: a shared drag-and-drop manipulative for the physical piece, a way to render proper notation next to the manipulative for the symbolic piece, and a way to compare pieces of different denominators side by side on the same canvas for the operations piece. Everything below is that answer, on the tools Koala Go ships.

The move: virtual fraction bars and fraction circles on the shared whiteboard

Fraction bars and fraction circles are the two manipulative shapes that carry most fraction teaching from about age 6 through the end of middle school. Koala Go's Whiteboard Library ships both, on the Platinum tier of the paid plans. Both live in the same Math Tools panel as number rods, number lines, 2D and 3D shapes, and the math-symbols palette. What matters, before any workflow talk, is how the primitive is shaped — because the shape is what lets it teach.

  • Each menu item places ONE piece — not a pre-divided whole. When you click "1/4" on the fraction-bar picker, you place a single 1/4 bar on the canvas. To build a whole from quarters you place four of them. This sounds like a footnote but it isn't: it's the entire pedagogical difference between "here is a picture of a circle cut into quarters" (which the student receives) and "here is a quarter, and another, and another, and another — do these together make one?" (which the student does). Both fraction bars and fraction circles work this way. That single design choice is what makes the tool a manipulative rather than a diagram.
  • The bar's width encodes its value. A 1/1 bar spans the whole width; a 1/2 bar is exactly half as wide; a 1/4 is a quarter, a 1/8 is an eighth, and so on down to 1/12, plus a 1/16 for finer work (the set jumps from 1/12 to 1/16 — there is no 1/13, 1/14, or 1/15, since those denominators effectively never appear in elementary-and-middle-school fraction work). Because the widths encode the values, you get a fraction wall for free — drop a 1/2 in one row, a pair of 1/4s in the next row, four 1/8s in the row below, and the visual equivalence stares back at the student. No labels required; the picture is the proof.
  • The circle slices snap-rotate so they tile into a whole. Every 1/n pie-slice has the same underlying diameter, so a slice from the 1/3 set and a slice from the 1/6 set have identical radii — they're built to sit inside the same circle. Rotating a slice snaps to its own natural angle (a 1/6 slice snaps in 60° increments; a 1/8 slice in 45°); you don't have to fiddle to line them up. That means "two thirds plus one third makes one whole" and "one half plus a quarter plus a quarter makes one whole" both compose visibly on the canvas the way they would with paper pie pieces on a desk, minus the paper pieces.
  • Each denominator has its own colour. Halves are one colour, thirds are another, quarters are a third — 8 colours cycle across the 13 denominators. The student ends up learning a colour association alongside the size association (which sometimes accelerates recognition — "the orange one is a third") without you having to teach the mnemonic. Tutors can recolour any placed piece via the standard whiteboard colour picker while the white "1/n" label on the piece stays white and legible.
  • The bar and the circle are both first-class shared objects. Either the tutor or the student can grab any placed piece and drag, rotate, or reposition it. Undo is the same undo as everywhere else on the canvas. That means when the student misplaces a piece, you don't have to reach in and fix it — they can. And when they build a wrong composition and you see the confusion on their face, you can hand them the pieces to try again. The instructional gesture is the same as it is in person.
  • All fraction pieces sit on the Platinum tier. If a tutor is on Koala Pro (currently $25.99/month monthly, $21.99/month annual), they can already access number rods, number lines, the core geometry shapes, and the base symbols palette — but the fraction bars and circles are Platinum only ($49.99/month monthly, $39.99/month annual). That's a genuine tier gate, and worth flagging up front rather than after the tutor has planned three lessons around bars they can't place.

For the umbrella context — how these tools fit alongside number rods, number lines, and the geometry set — see the pillar page how do I teach math online? This spoke focuses on the fraction-specific workflow.

A working sequence for teaching fractions online

The order below is the order almost every mainstream elementary curriculum uses in some form: build the concept of a fraction as parts of a whole, teach same-denominator comparison and operations, teach equivalence, then teach cross-denominator operations. What changes online is the tool at each step, not the order. This is a template, not a script; adapt the ages and denominators to the student in front of you.

  1. Unit fractions from a whole (introduction). Place a single 1/1 bar (or a single 1/1 circle) on the canvas. Ask the student "how many 1/2 pieces do you think will fit exactly on top of this?" — let them predict, then let them drag two 1/2 pieces on top of the 1/1 to check. Repeat with 1/4, 1/3, 1/6. This is the moment the abstract concept of "one whole" gets a physical size the student can point at, and every subsequent lesson refers back to it. Twenty minutes of this on day one earns weeks of clarity later.
  2. Same-denominator addition and subtraction. Line up three 1/4 bars in a row. Ask the student to write the addition sentence next to it: "1/4 + 1/4 + 1/4 = ?". Have them place the answer as another single bar (they'll reach for 3/4 — since a 3/4 bar isn't in the set, they'll compose it as three quarters). This is where you first cash out the earlier work: the picture makes the answer obvious, and the student writes the symbol beside it. Repeat for subtraction — start with four 1/4 pieces, remove one, count what's left.
  3. Comparing fractions with the same numerator. Drop a 1/2, a 1/3, a 1/4, a 1/6, and a 1/8 in a column stack, aligned to the left edge. The picture is unambiguous — the 1/2 is the widest, the 1/8 is the narrowest — and it's counter-intuitive to a novice ("but 8 is bigger than 2, isn't it?"). Watching the widths get shorter as the denominator grows is one of the most productive minutes in a fraction curriculum. The student sees, in one look, that a bigger denominator means smaller pieces.
  4. Equivalent fractions. Place a 1/2 bar. Under it, stack two 1/4 bars aligned to its left edge. The right edges match — the picture proves 1/2 = 2/4 without a rule. Add a row of four 1/8 bars underneath: 1/2 = 2/4 = 4/8. Do the equivalent in circles: a 1/2 slice occupies the same wedge as two 1/4 slices or four 1/8 slices. This is often the concept that separates students who "get" fractions from students who don't; getting it visual first before it becomes an algorithm ("multiply top and bottom by the same number") is worth every minute you spend.
  5. Fractions on a number line. Place a Koala 0-10 number line on the canvas (Number Lines are on the Pro tier — every paying tutor has them). Explain that between any two whole numbers, you can drop in fraction points too. Between 0 and 1, drop a 1/2 tick with a labelled sticky note; between 0 and 1 again, drop 1/4, 2/4, 3/4 marks. This is the move from "fractions as parts of a shape" to "fractions as numbers" — a shift that trips up a lot of students, and one the online canvas actually helps with because you can freely annotate on top of a number line without erasing anything. For denser scales, Platinum tutors get a "make your own" number line builder that lets you set a custom range and step (say, 0 to 1 in tenths) — the Pro presets don't cover this specifically, so an honest note: on Pro you'll place a blank line and label your own tick marks with sticky notes; on Platinum you can generate the custom line directly.
  6. Cross-denominator comparison and operations. "Which is bigger, 2/3 or 3/5?" — place both, side by side, on the canvas. Ask the student to build each: two 1/3 pieces stacked one above the other, three 1/5 pieces beside them. They'll see the answer. Then walk them through the algorithmic version — finding a common denominator (2/3 = 10/15; 3/5 = 9/15) — with the picture still visible. The visual is the check on the algorithm; the algorithm is the shortcut for the visual. Neither replaces the other. For adding across denominators, the same pattern: build both, find the common-denominator equivalents (2/3 + 1/4 → 8/12 + 3/12 → 11/12), and let the student write the notation on the whiteboard next to the picture.
  7. Improper fractions and mixed numbers. Place five 1/4 bars in a row — they overflow one whole into a fifth. Explain that this is 5/4, and also 1 and 1/4. Do the same with circles: place five 1/4 slices; they fill one whole circle plus a quarter of a second. The two written forms live side by side on the canvas until the student is fluent flipping between them.
  8. Multiplication and division of fractions (later work). "1/2 of 1/3" — place a 1/3 slice on the circle, then place a 1/2 marker across just that slice, showing that the shaded intersection is 1/6. The picture-first approach here saves a lot of "why does multiplying make it smaller?" confusion. Division is harder to visualise cleanly on a manipulative and often benefits from switching to the algorithmic explanation earlier — one of several places where the Koala Go whiteboard's honest limit shows: it doesn't render a full symbolic fraction equation with a stacked horizontal bar, so for algebraic fraction work the whiteboard becomes a scratch surface rather than a rendered equation editor. If your caseload runs deep into algebraic fractions or rational expressions, a dedicated STEM whiteboard often goes further — see the best online whiteboards for tutoring for the honest comparison.

Most sessions won't move through all eight steps in one lesson; a typical 40-minute fractions session picks two adjacent steps and works them slowly with a variety of denominators, then does 5-10 minutes of practice on a site (see the cobrowser section below).

Writing the notation next to the picture

Fractions taught only with manipulatives leave the student able to point at the answer but not write it. Fractions taught only with numerals leave the student able to compute the answer but not understand why it works. The place both meet is the same shared canvas — the whiteboard — with the manipulative on one side and the written expression on the other.

The Math Symbols palette on Koala Go's whiteboard handles the common fraction-lesson notation without you having to hunt for alt-codes. On Koala Pro you get the operations (+, −, ×, ÷, =), the comparisons (<, >), the fraction/ratio/percent group (/, :, %), and the round brackets — everything an elementary or early-middle-school fractions lesson typically needs. On Koala Platinum you additionally get the not-equal and approximate signs (≠, ≈), the ≤ and ≥ comparisons, the superscript powers (² ³ ⁿ), π, ±, and the geometry markers; these come in when the same student's fraction work starts touching pre-algebra or advanced middle-school problems.

Clicking a symbol drops it into whichever text box or sticky note you'd rather type into, so you can build "1/2 + 1/4 = 3/4" or "2/3 > 3/5" next to the corresponding picture in real time. Two practical patterns that work well:

  • Picture on the left, sentence on the right. Build the manipulative composition, then in a text box next to it write the fraction sentence it represents. Let the student write the sentence themselves whenever possible — the act of writing is what cements the symbol.
  • Sentence first, then verify with the picture. For older students already fluent with algorithmic fraction operations, write the sentence first ("3/4 − 1/2 = ?"), let them compute, then build the picture to check. The manipulative acts as a verification tool for the algorithm, which is often the missing piece for students who know the mechanics but don't trust them.

Honest limit worth naming: the palette is a symbols set, not a full equation editor. It won't render a stacked fraction with a horizontal bar the way LaTeX does (the on-canvas notation is inline: "1/2", not the two-line form), and it doesn't handle nested radicals or a live graph. For elementary and middle-school fraction work that inline form is what students see in most textbooks anyway; for late-secondary algebraic fraction work, see the whiteboards comparison linked above.

Practice, homework, and the fraction sites you already use

Manipulatives and notation carry the teaching, but consolidation runs on practice — and most working online tutors have a small set of external fraction practice sites they already trust. Bringing those into the lesson rather than sending them as a link after the lesson is where the cobrowser earns its keep. A cobrowser (explained in depth in what is a cobrowser?) is a shared browser window inside the classroom: you open a page — Khan Academy's fraction unit, an IXL fraction module, a Desmos fraction activity, a NRICH puzzle, ALEKS, a school district's own interactive maths portal — and both you and the student can click, type, drag on the same live page. Not screen sharing; actual shared control. Two workflow patterns that work well for fractions:

  • Manipulative first, practice second. Ten minutes on the whiteboard with fraction bars building the concept, then ten minutes on a fraction practice site walking through problems together. The student does the practice problems in the lesson room, on the live site — you see exactly what they typed, why they got it wrong, and where they hesitated, and you can jump in without them switching windows.
  • Practice first, manipulative to debug. Start on a fraction practice site with a set of problems. When the student gets one wrong or freezes, pause the site and switch back to the whiteboard, build the picture of the specific problem with fraction pieces, and re-solve it together. Then return to the site and finish the set. This is one of the strongest teaching moves an online fractions tutor has — the debug loop between the abstract problem and the concrete picture, all inside the same tab.

Two honest notes: on Koala Free, cobrowser sessions are capped at 10 minutes per session with a 20-minute cool-down between sessions — fine for a single practice segment in a 45-minute lesson, not enough to run a whole practice-site-based lesson. Full-length cobrowser sessions come with Koala Pro. And for between-lesson practice, upload the worksheet PDF the student is working on for homework (PDF and PowerPoint upload is on the Pro tier) so both of you can annotate on top of it at the start of next week's lesson — the workflow is covered in more depth in how do I give homework to online tutoring students?

Keeping a younger fractions learner in the room

Fractions come in at exactly the age band where sustained attention on a screen is still developing. A typical Year 3 or Year 4 student (age 7-9) doesn't have the attention budget to sit through a 45-minute abstract-symbol lesson — even a strong one. If the tutoring is on-screen, the pacing has to be short-drill / short-break / short-drill, and the motivation layer has to be visible enough to feel real.

On Koala Go, the pieces that work together for the younger cohort:

  • Doing over watching. Every fraction-teaching move above ends in the student's cursor on the shared canvas — dragging a piece, writing the sentence, ticking a mark. Passive watching is the failure mode; drag-and-drop is the fix. If you catch yourself narrating for more than a couple of minutes at a stretch, hand the student a piece.
  • The Playground as the between-drill reset. The Koala Go Playground is a shared 3D space with avatars, sitting in a separate tab of the same classroom. Not a teaching surface — a reset. A 1-2 minute walk to a landmark and back, avatar to avatar, is a lower-friction attention reset than "go get a snack" or "let's watch a video," because the student doesn't leave the tab. This is the same lever the gamified virtual classroom page describes for general engagement work.
  • Gems as immediate-effort reinforcement. Each student in the room has their own visible gem balance. From the student panel, you give 1-100 gems in a single click — a rhythm of small frequent rewards works better than a single burst at the end. Give a gem for correctly composing 3/4 from three quarters; give five for persisting through the harder "2/3 versus 3/5" comparison even before you check the answer. The reinforcement is at the moment the effort happened, not at the end of the lesson, and the student sees the balance grow on their side of the screen. For older students who read this as infantilising, drop it — the mechanic is a tool, not a requirement.
  • Session length matched to the student. Younger fraction learners tend to hold shorter working segments before they need a break, and older students can sit with fewer, longer stretches — match the number and length of activities to the student in front of you rather than to a fixed clock. For the general shape of structuring a 1-on-1 online lesson, see how do I structure a 1-on-1 online lesson? — the pacing there transfers to fractions specifically.

A note on students who need extra scaffolding: some students genuinely can't stabilise a fraction picture on the first, second, or third exposure — the manipulative helps, but they still need more repetitions with smaller denominators and more colour-coded cues than most curriculums assume. This isn't a diagnosis, and this page is not the place to explore it clinically. The workflow above holds; slow it down, drop to halves and quarters only for a few sessions before introducing thirds, and use the Number Rods (also on the Whiteboard Library, on the Pro tier) for the parallel "how do numbers combine into other numbers?" work — that concrete-quantity work often supports fraction understanding indirectly, and the full rods-and-number-lines workflow is covered in how do I teach number sense online with virtual manipulatives? If a specific student's difficulties are consistent enough that you're wondering about a specific learning difference, that conversation belongs with the family and a qualified specialist, not with a webpage.

Communicating fraction progress to the parent

Fraction lessons don't feel like they're working to the parent — the child is on a webcam, the tutor is talking, the pieces are on a screen the parent isn't looking at. The parent's read on whether tutoring is helping runs on what you send them between sessions. For fractions specifically, the highest-signal update is a screenshot of the composition the student built (with the written sentence next to it) plus one line naming what they got that they didn't get last week. "We worked on comparing fractions with different denominators today. Emma correctly ordered 2/3, 3/4, and 5/8 using the fraction bars — that's the piece that felt shaky last week, and it's landed. Home practice this week: five ordering problems on Khan Academy fractions unit 2." That paragraph is worth more than any generic "great lesson today!" note.

A few concrete moves:

  • Screenshot the canvas each week. The whiteboard saves state between sessions, so at the end of each lesson you have a visible record of what the student built. Grab a screenshot of the fraction composition or comparison you worked on and drop it in the parent update. A picture of "the student built this and understood it" reads to a parent as evidence in a way that written prose can't.
  • Record short clips of key moments. Koala Pro lets you record locally; Koala Platinum adds cloud recordings of scheduled lessons. Either way, a 2-3 minute clip of the moment the student first placed three 1/4 pieces on top of a 3/4 bar and said "oh, it fits" is worth every second of the recording setup. Consent, storage, and sharing are covered in how do I record online tutoring lessons? — get the family's written permission before you record anything with a minor.
  • Send a specific weekly practice ask. Not "please practise fractions this week" — that's an unclear task that a parent can't verify. Instead: "please have Emma do the ten-question fractions quiz on Khan Academy Unit 3 Lesson 2 twice this week, and let us know which ones she got wrong." The general parent-comms cadence is covered in how do I share progress updates with parents?; the fractions-specific ask is that concrete.

Common failure modes and honest limits

A short list of things that go wrong in online fraction lessons, and the fix — most of these are the pattern-recognitions you build in your first month teaching this online:

  • Trying to teach fractions purely with a shaded diagram on a Google slide. The diagram is a picture; a manipulative is a picture the student can move. Even a beautifully-designed static fraction diagram is a step down from a set of drag-and-drop pieces that fit together. If your platform doesn't ship the pieces, hand-drawing them on a whiteboard tool doesn't recover the loss — the mechanical property that makes a manipulative teach (that the child physically builds the whole from parts) requires the pieces to be discrete objects.
  • Introducing too many denominators too fast. Halves, quarters, and thirds first — spend one or two sessions before you show a 1/8 or a 1/6. Younger students overload on the palette and stop treating the piece as a quantity; they start treating it as a colour to be memorised. Start narrow and add.
  • Jumping from "1/2 = 2/4" to "multiply top and bottom by 2" as a rule before the picture is stable. The rule is fine as a shortcut later. As a teaching move, it strips the "why" and leaves the student with an algorithm they don't trust. Build 1/2 = 2/4 = 4/8 = 8/16 as a stack of fraction bars first; teach the rule as the shortcut for the pattern the student now sees.
  • Doing all the fraction work in pie-circles and skipping the bars. Pie-circles are intuitive for "parts of a whole" and unfamiliar for "fractions as numbers on a line." The bar form transfers more cleanly into fractions-on-a-number-line, adding across denominators, and later ratio work. Alternate the two forms — the same 1/4 sits in both, and the student should recognise it in both.
  • Sending the student to a fraction practice site alone and asking them to "do 10 problems." The student will get three wrong, not understand why, and arrive at next week's lesson worse than they left this one. Practice sites work best inside the lesson (via the cobrowser) with the tutor available to interrupt on the first wrong answer, or with a very small (2-3 problem) between-lesson ask the parent will actually oversee.
  • iPad-only workflows. Koala Go works on iPad, but the drag precision required for placing narrow 1/12 or 1/16 bars against a common baseline is noticeably fiddlier on a finger-driven tablet than on a desktop or laptop with a mouse. If a student uses iPad exclusively, plan around wider denominators and use the Text tool more for the notation piece. For the general iPad/tablet caveats, see the pillar's honest-limits section.

And two limits worth naming plainly rather than papering over:

  • The whiteboard doesn't render a fully stacked fraction expression. Inline "1/2" is what you get on the canvas; if you need a two-line rendered fraction with a horizontal bar (say, for advanced algebra where the whole layout matters), the whiteboard is a scratch surface, not a formatted equation editor. For heavy algebraic-fractions work, a dedicated STEM whiteboard usually goes further.
  • The Fraction Bars and Fraction Circles are Platinum-tier. Pro-tier tutors have Number Rods, Number Lines, geometry shapes, and the base symbols palette, but not the fraction manipulatives specifically. If fractions are a large share of your caseload, factor that into the plan choice.

Practical setup on Koala Go for a fractions-heavy caseload

If you're evaluating Koala Go for elementary and middle-school fractions tutoring specifically, here's the practical picture and where the current lines sit:

  • Whiteboard is the workspace. The classroom's whiteboard is a Fabric.js canvas with the Math Tools panel: Fraction Bars and Fraction Circles for denominators 1/1 through 1/12 and 1/16 (Platinum), Number Rods for the parallel number-sense work (Pro), Number Lines including 0-10 and 0-20 for fractions-on-a-line (Pro), 2D and 3D geometry shapes for the shape-of-a-fraction visual (core set Pro; full library Platinum), and the Math Symbols palette for writing the notation (Pro base, Platinum for the fuller algebra/geometry set).
  • Upload existing fraction worksheets. On Pro, upload the student's fraction worksheet as a PDF or PowerPoint and annotate on top of it — the worksheet becomes the shared surface, no worse than working on the printed sheet in person. Free-tier upload caps apply.
  • Cobrowser for practice sites. Open Khan Academy, IXL, Desmos, ALEKS, GeoGebra, NRICH, or whatever fraction-practice tool your programme uses; the student clicks and types on the live site inside the lesson room. 10 minutes at a time on Free (with a 20-minute cooldown), unlimited on Pro.
  • Playground and Gems for the engagement layer. Younger fraction learners (age 7-9) especially benefit from the Playground brain break between drill segments and per-student Gems for immediate effort-based reinforcement. For older learners, both are optional and can be turned down or off.
  • Recording for parent review. Local recording is included on Pro; cloud recordings of scheduled lessons come with Platinum. Either supports the "send the parent a 3-minute clip of the fraction breakthrough" pattern above.
  • Free tier limits worth knowing. Koala Free caps sessions at four students, no per-lesson time limit; PDF upload, cobrowser length, and recording are the main tier steps up from Free.

Honest limits worth flagging that show up in real fractions work regardless of platform: iPad is rougher than desktop for narrow-denominator precision; students in mainland China sometimes hit connection issues (we route through Hong Kong proxies but the Great Firewall shifts — see teaching students in mainland China for the workaround pattern); and secondary-school algebraic-fraction work runs up against the whiteboard-vs-equation-editor limit named above.

Related answers in the math cluster

This spoke sits inside a wider math-tutoring cluster we're building out. The neighbouring pages that already cover an adjacent question:

If you'd like a walk-through of the whiteboard for a specific fractions unit you're planning, open Koala Go at classroom.teachwithkoala.com, or write to koala@teachwithkoala.com with a sentence about the students you teach and we'll give you our honest read on the fit — including the parts where a dedicated STEM whiteboard would suit you better.

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