In 2006, as a beginning teacher in a Western Sydney school, the author explored slow motion animation ("slowmation") as a strategy for teaching Year 4 students about equivalent fractions. She taught at this school five days a week, teaching Kindergarten, Year 4, and Year 5. Slowmation can be defined as a simplified version of claymation that uses many of the same learning processes. The term comes from a combination of the words "slow" and "animation", which have been recombined to make "slowmation". This is because the purpose of slowmation is to animate a process, which is simple to produce and photograph and to show it slowly so that it enhances student understanding (Hoban, 2005, p. 3-4). In this article, the author described how she designed suitable models to show equivalent fractions and used a trial-and-error process of photographing the models to create an effective slowmation.