Fraction Sudoku

Primary/Junior (Ages 6 – 12)

Curriculum Goal

Primary: Number Sense 

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

Primary: Number Sense 

  • Represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts. 
  • Compare and order fractions from halves to twelfths, including improper fractions and mixed numbers, in various contexts. 
  • Use equivalent fractions to simplify fractions, when appropriate, in various contexts. 

Context

  • Children should be familiar with different representations of fractions (e.g. number line, fraction strips, etc.)  
  • Children should be familiar with the parts of a fraction, such as numerator and denominator  

Materials

Lesson

  • Display the 4×4 fraction sudoku puzzle on the board (in-person or online) and introduce the rules of the game to the class. 
  • The goal of the game is to fill the sudoku puzzle while following these rules: 
    • Each row must contain all the fractions without repetition. 
    • Each column must contain all the fractions without repetition. 
    • Each 2×2 box must contain all the fractions without repetition. 
  • Start solving the puzzle as a class. Encourage children to explain their reasoning out loud. 
  • Ask the children to form small groups. Provide the fraction sudoku materials or game links to each group.
  • Students work collaboratively to complete the puzzle.  
  • Provide support and guidance as needed. Encourage children to use logical reasoning and check their work. 
  • Ask the children to reflect on their experiences with the game. Pose the following questions to the class:
    • Did you find the game challenging or fun? 
    • What did you learn from the game? 
    • Which strategies did you use to fill the board? 

Look Fors

  • What strategies are the children using to place the tiles? How are they checking their answers? 
  • Are students able to convert between different representations of fractions in gameplay? 
  • What language do students use to refer to the fractions? Do they say “1 over 2” or “half”?  
    • Did students complete the puzzle successfully? After collecting the completed puzzles, assess the following understanding:  
    • Did students convert between different representations of fractions?  

Extension

  • Offer larger puzzles (e.g. 6×6 board) with more complex fractions. 
  • Have children create their own fraction sudoku puzzles and swap amongst themselves. 
  • Incorporate a short exit ticket that involves matching fractions to their corresponding representations.  

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