Package 1 -1 Colour in fractions
This activity offers your child the opportunity to represent fractions and to develop a sense of the relative size of fractions.
Things you need
Have these things available so your child can complete this task.
Colour in fractions video
2 copies of fraction wall game board (Activity sheet 1)
Labelled spinners (Activity sheet 2)
Coloured pencils or markers.
Read the instructions about how to play the game.
A spinner is suggested to be used instead of the dice shown in the video.
Why is this activity important?
This activity offers your child the opportunity to represent fractions, develop a sense of the relative size of fractions, practise the language associated with fractions and explore the concept of equivalence.
Before you start
Make sure your child has the required resources ready. Create the spinners by using the spinner templates (activity sheet 1), a pen and paper clip.
Check that the video is working and the audio settings are correct for your child.
What your child needs to know and do
This game encourages your child to explore fractions. They should also look for patterns and think of strategies to beat their opponent.
What to do next
View the Colour in fractions video.
How to play
Players take turns to have a spin on their spinners. They make a fraction, the 1 - 4 spinner being the numerator and the * spinner being the denominator.
They then colour the equivalent of the fraction shown on their fraction wall game board. For example, if a player rolls a 2 and *4 (or spins 2 and quarters) then they can colour in:
2/4 of one line, or
4/8 of one line, or
1/4 of one line and 2/8 of another, or
any other combination that is the same as 2/4.
For each spin, the player should use a different colour pencil or marker.
If a player is unable to use their turn, they ‘pass’.
Players continue to take it in turns to spin and make fractions, marking them on their fraction wall game board.
If the fraction or its equivalence cannot be shaded, they miss a turn. This becomes more frequent later in the game.
Players are not allowed to break up a ‘brick’.
In finishing off the game, the player must have had 18 turns or have filled their fraction wall game board. A larger fraction is not acceptable to finish.
The first player who colours in their whole wall is the winner, but the other player is encouraged to keep going (with the support of the first player) to fill their fraction wall, or the greatest number of ‘wholes’.
If after 18 turns neither player colours in their whole wall, the player with the greatest number or wholes wins!
Options for your child
Activity too hard?
Encourage your child to watch the video again. They may like another opportunity to think about the mathematical ideas explored in the video.
Discuss, in the fraction a/b, b is the name or size of the part (for example, fifths have this name because 5 equal parts can fill a whole) and a is the number of parts of that name or size (Clarke and Roche, 2014).
Activity too easy?
Ask your child to explore their game board to investigate equivalent fractions. Then record something interesting that they discovered when exploring equivalent fractions.
Follow-up questions to ask your child
What are you hoping to spin?
If you played the game tomorrow, what would you do differently?
If you were giving some hints to a younger brother or sister or friend who was about to play the game, what would you say to him or her to help them win?
Play colour in fractions again and investigate equivalent fractions on the game board.
What is something interesting that you discovered when exploring fractions today?
This activity was adapted from D. Clarke and A. Roche, Engaging Maths: 25 Favourite Maths Lessons (2014).
Activity sheet 1: Fraction game wall board
(From: D. Clarke and A. Roche, Engaging Maths: 25 Favourite Maths Lessons, 2014)
Activity sheet 2: Spinners