Has anyone developed any gestures to illustrate fraction topics? Example numerator/denominator
equivalent fractions
multiplying fractions
reducing fractions

I would really appreciate any suggestions!

Fraction: Say "A fraction has a numerator and a denominator" Gesture: Leave one hand flat (like the fraction bar) then make a fist and place it on top for numerator and then on bottom for denominator.

Numerator: Say "The numerator (fist on top of hand) tells me how many pieces(waggling your finger infront) I will get(make a motion like you are taking the pieces)"

Denominator: Say "The denominator (fist under hand) tells me how many pieces (waggling your fingers infront) to cut it into (make a chopping motion)"

I use a song for multiplying and dividing, and I created gestures, but I would have to send it to you...

Equivalent: Same relationship, clasp both of your hands and say awww... my 7th graders from last year made it up, because they equated relationship with hand holding. I don't love it - but they do so they always remember it. Same gesture for proportional and similar.

Still working on others... that's what I have for now.

This was my first foray into TEACH/OKAY. I have been using this for six years. Fractions are my favorite thing to teach with gestures.

Part/Whole: a proper fraction is an equal part (use open hands, palms facing each other with a chopping or slicing motion - this is the same gesture I use for division) of a whole (spread arms as far apart as you can with open palms facing inward).

Numerator: raise both arms/hands over your head, touching your hands or finger tips together and use a high-pitched voice while giving the definition of numerator (use the same voice when explaining dividend)

Denominator: as in numerator, use both arms and hands, but move them down towards your knees. The denominator's voice is Terminator-Arnold Schwartzeneger, very low and deep. It helps if you can do the accent (use the same voice when explaining divisor).

Improper Fractions: explain that the denominator is really a "girly man" and cannot hold up a number larger than he is.

Reducing or equivalent fractions: Use the numerator and denominator gestures and say "Whatever we do to the numerator [high voice], you have to do to the denominator [Arnold, low voice]. Everytime you model this, have the students mirror the words and gestures. Also, use TEACH/OK with this so that they are teaching and reminding each other.

The voices and gestures work quite nicely when transitioning students into understanding that a fraction is another way to write a division problem.

We have a lot of fraction questions on our state standards test. My students consistently score well in this area. Gestures and TEACH/OK work!