# Fractions BUMP – Graphical Edition

Fractions Game – Players throw two dice then arrange them to represent a fraction. They then cover that fraction on the board with a counter. This game deals with halves, thirds, quarters, fifths and sixths.

\$3.80

# Fractions BUMP – Graphical Edition

## Halves, Thirds, Quarters, Fifths & Sixths

Fractions Game – Bump

A game that involves converting a formal fraction into a graphical representation. Explores halves, thirds, quarters, fifths, and sixths.

### What You Need:

2 Players
2 dice numbered 1 to 6
1 Bump Fractions Board
8 Counters of different colors per player
Dice Mat (optional) *

### How to Play:

1. The student with the largest shoe size goes first.
2. Player One throws the dice then arranges them to represent a proper fraction e.g. If a 4 and a 3 are thrown then the fraction to be made is 3/4.
3. Player One then states aloud the fraction they have thrown to their partner and places a counter over the graphical representation of that fraction.
4. Player Two then repeats Steps 2 & 3.

### The ‘Bump’ Rule:

– If a fraction is already covered by a single opposition counter, a player may ‘BUMP’ the counter off the board and replace it with their own.

### The ‘Locked In’ Rule:

– If a fraction is already covered by the thrower’s piece and they throw another instance of that fraction, the player can place a second counter on top of the one already on the board. This means the piece is ‘LOCKED IN’ and it cannot be ‘BUMPED’ off the board
5. Play continues in this turnabout fashion until one player has no counters left.

### How to Win:

The first player to use up all their counters wins the game.

### * The Dice Mat:

– The Dice Mat is a piece of felt or A4 paper. It is used to keep down the noise, confine the ‘throws’ to a small area, and or eliminate dice-related ‘silliness’ before it occurs. hehehe
– If any of the dice roll off the mat the throw is disallowed.

### Before the Game – Explore the Language of Fractions:

– When starting with fractions, it is very important for the students to conceptualize that a fraction is part of a whole. Do demonstrations and explorations of this using concrete materials.
– When reading formally written fractions, begin by over-emphasizing the words ‘out of’ and how the vinculum (the line that separates the numerator from the denominator) means ‘out of’ e.g. 3/4 becomes 3 out of4 – 2/3 is said as 2 out of 3. Reinforce this by having the students verbalize the graphical representations of the fractions during a number talk – ‘ 5 out of 6 are red’, ‘1 out of the 6 is not colored’. Have students play the game only using this terminology.
– Move to the formal fraction names once a thorough understanding of the above concept is achieved.
– Discuss how the formal fraction names are derived. e.g. one whole, halves, thirds, fourths or quarters, fifths, and sixths.
– Display the PowerPoint version of the game and have the students pair up to practice the formal fraction names. Students can read turn about across the lines to add variety. The teacher can point to a graphic and the students tell their partner the formal name.
– Explore how to write fractions as words
– Explore how to write these fractions in numerical notation.
– Before going off to play the game, restate the rules to your partner.

### During the Game:

– Periodically change the focus of the game from ‘out of’, to saying the fraction to writing down the fraction.

### Possible After Game Journal  Reflection:

– After today’s math game session what questions would you like answered about fractions?
– Why do you think students need to learn about fractions?
– Outline one thing that went well for you in this game.
– On a scale from 1 to 10 how well do you think you know the ideas covered in this game?

Fractions Game