The numbers that are found to have been constructed to measure different parts of a complete object are known as fractional numbers (or fractions).

Like fractions: Fractions with equal denominators are known as like fractions. The question that is mentioned above-showing error in subtraction of like fractions i.e.,

\(\dfrac{2}{3} - \dfrac{1}{3}=\dfrac{1}{0}\)

Note that:

• Modelling situations using quantities, shapes and forms is one of the best strategies would be most appropriate to follow.
• Such representations aid visualization, clarify essentials, help us discard irrelevant information. 
• Again, what we need are illustrations that show a multiplicity of representations so that the relative advantages can be understood.
• For example, a fraction can be well understood through an object and its cut pieces that means, to explain the error by using a fraction kit or paper folding.
• Representations are useful and appropriate in a different context. Learning representation about fractions is far more useful than the algorithm for subtraction of fractions​, asking the student to do the same question 10 times so that he/she will not repeat the mistake or giving more questions for practice. As, all of these will create boredom in classroom and learning mathematics will no remain as a fun-activity for the leaners.

Hence, it can be concluded that as a teacher, one of the strategies that would be most appropriate to follow is to explain the error by using a fraction kit or paper folding.