Fraction Bump

Primary/Junior (Age 6 – 12)

Curriculum Goal

Primary: Number Sense

  • Represent and solve problems that focus on determining and using equivalent fractions, including problems that involve halves, fourths, eighths; thirds and sixths; and fifths and tenths.

Junior: Number Sense

  • Represent equivalent fractions using appropriate tools, in various contexts.
  • Describe relationships and show equivalences among fractions using appropriate tools and drawings, in various contexts.

Context

  • Two to four students in-person, or on a video conference chat.
  • Students should have prior experience with simple fractions and have an understanding of equivalent fractions.

Materials

In-person version

  • Gameboard (Appendix A)
  • Fraction dice – to be made beforehand (Appendix B)
  • Game pieces – two different colours, one colour per child (20 pieces per child)

Online version

Lesson

  • The goal of the game is to lock in as many fraction models on the gameboard as possible by the end of the game.
  • Each player takes a turn at rolling the die (or, if playing online, pulling a card) and places a game piece on a fraction model that is equivalent to the fraction they rolled/pulled. For example, if the player rolls a 5/10, they can place a piece on the 1/2 or 3/6 models.
  • If there is another game piece on the fraction model already, there are two options:
    • If it is the player’s own piece, they can place a second game piece and lock in that fraction model, meaning it can no longer be bumped.
    • If it is the opponent’s game piece, the player can bump off that piece and replace it with their own. The opponent takes back their piece.
  • The game ends once all the fractions models are locked in (with two same-coloured game pieces). The player with the most locked-in models wins.

Look Fors

  • Can children use appropriate math language when describing fractions? (i.e. 2/6 = “two-sixths” or “one-third”)
  • What strategies do children implement to determine the magnitude of the fraction compared to the fraction models on the game board?
  • Can children recognize equivalent fractions? (i.e. 2/6 = 1/3)
  • Which fraction models commonly seem to cause confusion and/or lead to difficulty for students?

Extension

  • Each player has to name an additional equivalent fraction before they can add a second game piece to lock in a fraction model.
  • Integrate improper fractions into the game.
  • Create a fraction dice or fraction cards with adding, multiplying, or dividing fractions. For example, create a fraction card with the equation “1/2 + 1/3”. Players would solve the problem first and then find the sum on the Fraction Bump gameboard. In this case, the player would look for an equivalent fraction of “5/6” on the gameboard. Similarly, fraction dice or cards could be created that require the multiplication or division of fraction.

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