Featured Testimonial
“Frax is by far the best program I have seen for fractions. Even the kids who experience math challenges seem to ‘get’ fractions. Now, when any fraction related math comes up in our lessons, they all seem to know the correct answer!”
— Frax Teacher, Cloquet Independent School District 94, MN
“My students LOVE Frax. It starts out very basic and walks students through fractions as parts of a whole. One of my students said, ‘I never realized that there are four parts in ¼.’ I love watching the students make these connections and have those light bulb moments.”
- Teacher, Archdiocese of Philadelphia
“My students love Frax. They enjoy the games. They don’t feel like they’re learning because it is so fun to play.”
- Teacher, Ouray School District R-1
“My students love the game aspect of Frax. I love the scaffolding of concepts. I’m excited to see the growth in my students. This is a great way to frontload fraction concepts before I teach them.”
- Teacher, Alvord Unified School District
“My students seem to be understanding fraction concepts that are new to them and are able to discuss them, which is new. I have not had students understand fractions this well, this early”
- Teacher, Jaffrey-Rindge Cooperative School District
“One of my kiddos said "I finally get fractions!" Years of being so far below grade level and barely able to read, this kid could access and understand what Frax was teaching!”
- Teacher, Academy School
“One of our lowest 3rd grade math students loved the program so much she was one of the first to finish the entire first foundation without needing any adult support and did it a ton at home in addition to school! Really impressed by her growth and self-direction.”
- Teacher, Bowman Elementary School
“One particular student was having a really hard time understanding that 1/6 would be a much smaller piece than 1/3. All of their learning up to this point says that if the number is larger it is greater. Once he was able to see the visual representation on frax he was able to understand that one third is actually a larger piece because their fewer pieces making up the whole, and as he put it, you would be sharing your pizza with only three people instead of six so your piece would be bigger.”
- Teacher, William L Callahan Elem School
“One student has completed in mission in record time. She did it at home on the weekends and during the school day. She understands fractions so much and can easily teach others the concepts she has learned.”
- Teacher, Red Bridge Elementary School
“One student said that Frax was so engaging he just loved it. The fact that he got second chances when trying to solve a problem was great. I can see that students enjoy working for their tokens and being able to buy items for their rooms. Because they worked for their reward, they don’t realize they were really working on the skills that were necessary to learn fractions.”
- Teacher, Sevier County School District
“One student who is pretty high in math and told me that she finally understands fractions!”
- Teacher, North Elementary School