Fraction Concentration

Age group
  • Junior/Intermediate (Age 9 to 12)

Curriculum Goal

Junior: Number Sense

  • Represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts.
  • Use equivalent fractions to simplify fractions, when appropriate, in various contexts. 
Related Links
Context
  • Two to five students and the teacher on the carpet, around a table, or on a video conference call.
  • Students should be familiar with fraction representations, including fractions written as a number (e.g., 3/4) and fractions represented using visual models (i.e., bar, circle, and set models).
Materials
In-person version
  • Set of fraction cards ()  
  • Instructional Slides (optional) () 
Online version
  • Instructional slides ()  

Lesson

  • Students match fractions to their corresponding representations.
  • The objective of the game is to collect sets of matching fraction cards.
  • One student will be the dealer.
  • Begin by laying out 12 cards face-up in a grid. The remaining cards form a draw pile.
  • Each child places their matching fractions in front of them.
  • Students take turns identifying matching sets of cards from the grid.
  • There are three levels of difficulty. Each level features different cards.
    • Level 1: Includes fractions written as numbers and bar models. Students match any two distinct representations (i.e., bar model matched with its equivalent written fraction).
    • Level 2: Includes fractions written as numbers, bar models, and circle models. Students match any two distinct representations (e.g., bar model matched with its equivalent circle model).
    • Level 3: Includes fractions written as numbers, bar models, circle models, and set models. Students match any three distinct representations (e.g., bar model matched with its equivalent circle model and written fraction).
  • If there are no matching sets on the grid, the dealer draws cards from the deck until a matching set can be made.
  • After a child identifies a set of equivalent fraction cards, ask them to explain why their cards match. If they are correct, the student keeps the set of cards. The dealer then replaces the empty spots on the grid with new cards from the deck.
    • If a student misunderstands fraction equivalence (e.g., they think 2/3 and 1/6 match because adding two threes equals six), provide support as needed: Equivalent fractions need to represent the same amount. However, we can see that visually, 2/3 covers much more space than 1/6.
  • Gameplay continues until the deck runs out.  

Look Fors

  • Are children able to accurately and effectively match fractions written as numbers with their corresponding fraction model representations?
  • Are children able to identify equivalent fractions across representations with varying models and magnitudes?
  • Do children use the correct mathematical language (e.g., parts, wholes, numerator, denominator) when explaining why certain fractions are equivalent? 

Extension

  • If students are about equal in their ability to match fraction representations, students can call Match! whenever they see a matching pair. This version works best played in-person and in smaller groups of 2-3 players.
  • Give each student one fraction card (some with fractions written as a number, some with visual models). The goal is for each student to find another student with an equivalent fraction. Once matched, pairs discuss and justify why their cards represent equivalent fractions (e.g., 2/8 = 1/4).  
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