This study was to examine the effects of practice e-learning materials on six graders’ learning of equivalent fractions and to understand students’ attitude toward practice e-learning materials. A pretest-posttest between-group quasi-experiment was administered. The experimental group has 23 students who use e-learning materials to practice equivalent fraction concepts. And the control group has 21 students who use paper materials to practice the same equivalent fraction concepts. The results indicate that students using practice e-learning materials have better achievement than those who used paper practice materials. Experimental group's students have a positive attitude toward practice-based e-learning materials.