Fraction Sentences

Est. Class Sessions: 3

Developing the Lesson

Part 3. Play Fraction Fill Games

Introduce Fraction Fill 1. All of the pages for Fraction Fill 1, Fraction Fill 2 and Fraction Fill 3 are in the Student Activity Book. The directions and game boards for all three games are on the Fraction Fill Games pages and the spinners for the games are on the Fraction Games Spinners pages.

Introduce the Fraction Fill 1 game by reviewing the directions and playing a demonstration game. For this game, choose 4 students to represent the two teams. Provide each team with two sets of fraction pieces. Show a display of the Fraction Fill 1 Game Boards so that everyone can see the moves each team makes.

Read the directions with students. Discuss the example that follows the directions. In this example, a team has spun 5/8 and has choices to make about how to play the turn. There are several combinations of pieces that can be played that will equal 5/8.

Ask:

How many different ways can you make 5/8 using the pieces? (Possible responses include: 1 pink and 1 blue, 2 yellows and one blue, 1 yellow and 3 blues, or 5 blues.)
Think about each of the choices. Which one will result in a point for the team? (Using 1 pink and 1 blue will earn a point.)

As you play the demonstration game, remind students that they do not have to use pieces that exactly represent the denominators of the fraction they have spun. Rather they can split the fraction into the sum of smaller fractions, as in the example. They can also split their pieces between circles. In fact, sometimes players are forced to split their fraction because it is too big for the empty spaces in any one circle.

Encourage students to look for ways to play their pieces to maximize their possible points.

As you continue to play the demonstration game, ask these or similar questions:

How can we represent the fraction that shows on the spinner? Will that complete any circles?
Is there a different way to represent the fraction that will complete more circles and earn more points?
Is there a way to represent the fraction that will not complete any circles, and therefore will not earn any points?

After students understand the directions for the game, have them play one or two rounds of the game in teams of two.

Explore Strategies for Fraction Fill. After students have played one or two rounds of Fraction Fill 1, use the sample game boards in Figures 5–7 to discuss strategies students can use to earn more points. Begin by representing Figure 5 with pieces on a display.

Ask:

What are all the possible ways you can add 7/8 to the pieces on the board? (You can place 7 blue pieces to the eighths circle, or 1 yellow to the fourths circle and 3 blues to the eighths circle, or 1 pink to the halves circle and 3 blues to the eighths circle, or 1 pink to the halves circle, 1 yellow to the fourths circle, and 1 blue to the eighths circle.)
Which of these choices will result in completing one circle and earning a point? (There are 3 choices that will complete one circle: placing 7 blue pieces will complete the eighths circle, 1 yellow and 3 blues will complete the fourths circle, or 1 pink and 3 blues will complete the halves circle. Each of these will earn one point.)
Which of these choices will complete two circles and earn two points for the team? (If you place 1 pink on the halves circle, one yellow on the fourths circle, and one blue on the eighths circle you will complete two circles and earn two points: 1/2 + 1/4 + 1/8 = 7/8.)

Ask students to find similar alternatives for placing 3/4 on the board as shown in Figure 6 and for placing 1/2 on the board as shown in Figure 7. Students can play additional rounds of Fraction Fill 1 as time permits.

Introduce and Play Fraction Fill 2. Next introduce Fraction Fill 2. The game rules for Fraction Fill 2 are similar except they involve thirds, sixths, and twelfths.

Student Guide: