This paper reports an exploration into the use of a combination of semiotic resources when teaching the part-whole model of fractions. The study involved a single case study of one class teacher and six students in an Australian primary classroom. Using video as the predominate research tool it was possible to describe how gesture and language were combined with two and three dimensional representations of folding paper, fraction walls and number lines to build images that appeared to enhance students' understanding of the part-whole model of fractions. I conjecture that the variety semiotic resources including gesture should have more prominence in teachers' planning documents.