This game helps children to understand that the whole number is made up of fractions. They use the cards of halves, thirds, quarters, sixths etc.to make a whole number.

Eg.   2 halves make one whole

       3 times one third make one whole

It helps children to compare the size of the fraction card and understand its value.

Eg. By stacking the fractional piece, children clearly see and understand;

      One third is a larger fraction than one quarter but smaller than one half.

This game helps children to understand the addition and subtraction of fractions.

Each set contains

1. 4 corrugated circles
2. 2 sets of ‘halves’ (1/2)
3. 2 sets of ‘one-third’ (1/3)
4. 2 sets of ‘quarters’ (1/4)             
5. 2 sets of ‘one-sixths’ (1/6)
6. 2 sets of ‘one-eights’ (1/8)
7. 2 sets of ‘one-ninths’ (1/9)
8. Two dice. One dice with factors 1/2, 1/2., 1/3, 1/4, 1/4 printed on the six different faces. Another dice with the factors 1/6, 1/6, 1/8, 1/8 and 1/9, 1/9 printed on the six different faces.

The game introduces, in a fun way, the concept of integration parts into wholes. Before actually playing the game, we highly recommend giving the child the opportunity to make herself familiar with the fraction pieces: their shapes, size and the relation between the different pieces.

Let the child experiment with the fraction pieces and the rings and make up wholes in as many different ways as possible.

How to use

Game 1: (Use only large fraction: 1/2, 1/3, 1/4 and corresponding dice).

Each player takes one corrugated circle. The first player rolls the dice, selects the corresponding fraction piece and places it on the circle. Play continues clockwise with each player rolling the dice and placing the corresponding fraction piece on their circle. If the dice shows a fraction piece that the player cannot or does not want to use, the turn passes on to the next player. When a circle is completed the piece are put a side and the piece cannot be use again. The game continues until all the fraction parts are used. The winner is the player with the next most complete circle is the winner. To determine who has the most completed circle place one set on the top of the other.

Game 2:  (Use the small fractions: 1/6, 1/8, 1/9 and corresponding dice).

Game rules are same as version 1.

Game 3: (Use all fraction parts and both the dice).

Player throw both the dice and select fractional piece. E.g. If 1/2 and 1/6 are rolled, the player can select 1/2 and 1/6 or 1/3 and 2/6, or 1/6 or any other combination totaling the SUM of the fractions shown on the dice. Play continues as in a version 1.

Game 4: (Negative Fractions).

Only one dice is used. The players discard the fraction piece from their circle according to the roll of the dice. Fraction pieces remaining can be exchanged for other corresponding pieces totaling the same fractional value. E.g. Consider a situation when the dice shows 1/4, the player may now exchange 1/2 from one of his circle for 2/4 from the remaining pieces and discard one of these 1/2’s in a accordance with the roll of the dice. The winner is the first player to discard all the fractions from both the circles.

There is no concept of time limit for this game as the purpose is to include the student into a mood of reflective thinking. At the end of the game children themselves start realizing the concepts of addition and subtraction of fractions. The educator might carefully direct a child to make an intelligent choice in case the child is unable to figure it out by herself.

Development aspects

Any rational number can be represented in the form of a fraction. A fraction is generally represented as a/b, where a and b are integers and b>0 E.g. 1/2, 1/3, 1/4, 1/6, 2/5, 3/2 etc.

 Principle:

1. Children are introduced to the concept of addition and subtraction of fractions.
2. It is done by associating different pieces with the respective parts and adding them up to form a complete circle.
3. A complete circle can be formed by combing 1/2, 1/3 and 1/6 or any other such combination . By discarding 1/9 from 1/3(i.e. subtracting the smaller fraction 1/9 from the bigger 1/3), two 1/9’s are left.
4. It is important that children link the parts with their appropriate value.