Fraction Game

Version One

Directions:

Your task is to design and create a game involving

fractions. The game may be an original creation or
based on a game you know.
Examples:
o Memory/Concentration
o War
o I have…Who has?”
o Scavenger Hunt
o UNO
o Go Fish
o Jeopardy
o Any of the EDM math games

Your game must include a clear and specific set of directions, as well as an answer key, if appropriate.

You must include the following concepts within your game as creatively as you can. Each concept must
be incorporated at least twice:

Using only fractions with denominators 2, 3, 4, and/or 6:

• Show which fraction matches the representation (picture of a fraction or fraction circles)

• Place fractions on a number line

• Show equivalent fractions for fractions with denominators ½, 1/3, ¼)

• Compare fractions with like denominators using symbols >, <, =

• Optional Challenge: Try creating one or more problems incorporating the above concepts but with

fractions with denominators other than 2, 3, 4, or 6.

Check In:

I understand that I need to:

Create a creative, well thought-out game.

Create clear, specific directions and an answer key

Come up with at least TWO problems for each concept listed above.
 Fraction Game
Version two

Directions:

Your task is to design and create a game involving

fractions. The game may be an original creation or
based on a game you know.
Examples:
o Memory/Concentration
o War
o I have…Who has?”
o Scavenger Hunt
o UNO
o Go Fish
o Jeopardy
o Any of the EDM math games

Your game must include a clear and specific set of directions, as well as an answer key, if appropriate.

You must include the following concepts within your game as creatively as you can. Each concept must
be incorporated at least twice:

Using only fractions with denominators 1, 2, 3, 4, 6, 8:

• Show fractions on a number line

• Identify or generate equivalent fractions

• Compare fractions with like denominators using symbols >, <, or =

• Solve word problems that involve comparing fractions of the same whole or set

• Optional Challenge: Try doing one of the skills above with a fraction with a denominator other

than 1, 2, 3, 4, 6, or 8.

Check In:

I understand that I need to:

Create a creative, well thought-out game.

Create clear, specific directions and an answer key

Come up with at least TWO problems for each concept listed above.
 Fraction Game
Version three

Directions:

Your task is to design and create a game involving

fractions. The game may be an original creation or
based on a game you know.
Examples:
o Memory/Concentration
o War
o I have…Who has?”
o Scavenger Hunt
o UNO
o Go Fish
o Jeopardy
o Any of the EDM math games

Your game must include a clear and specific set of directions, as well as an answer key, if appropriate.

You must include the following concepts within your game as creatively as you can. Each concept must
be incorporated at least twice:

Using only fractions with denominators 1, 2, 3, 4, 5, 6, 8, 10, 12, and/or 100 to:
• Show fractions on a number line.
• Identify or generate equivalent fractions.
• Compare fractions with like denominators using symbols >, <, or =
• Solve one-step word problems that involve comparing fractions of the same whole or set
• Add and/or subtract fractions with unlike denominators
• Optional Challenge: Try doing one of the skills above with a fraction with a denominator other
than 1, 2, 3, 4,5, 6, 8, 10, 12, or 100 OR create two-step word problems that involve comparing
fractions of the same whole or set

Check In:

I understand that I need to:

Create a creative, well thought-out game.

Create clear, specific directions and an answer key

Come up with at least TWO problems for each concept listed above.
 Fraction Game
Checklist

Criteria Peer Evaluation Teacher Evaluation

Yes Yes
I included each element at least two times. Starting to Starting to
Not yet Not yet

Yes Yes
The problems I created are challenging; they
Starting to Starting to
show creativity and depth of thought.
Not yet Not yet

Yes Yes
I included a clear and specific set of directions. Starting to Starting to
Not yet Not yet

Yes Yes
I included a thorough answer key. Starting to Starting to
Not yet Not yet

My project is visually appealing, easy for others Yes Yes

to use, and durable (will likely last the rest of the Starting to Starting to
school year). Not yet Not yet

Improvement Plan
Based on this feedback, I’m going to:
 Fraction Game
Rubric
5 3
Criteria Excellent Work!
Above Standard
My work meets the criteria
for “Good Job” and
Accuracy
attention to precision is
evident in my work.
My work meets the criteria
for “Good Job” and my
Directions
directions are thorough,
detailed, and specific.
My answer key meets the
criteria for “Good Job” and
Answer Key also explains how I got my
answers with words,
symbols and/or pictures.
My work meets the “Good
Job” criteria and I have
Creativity &
created challenging
Depth of
problems that require
Thought
advanced problem solving
and reasoning.
My project meets the
criteria for “Good Job” and
I have incorporated
Presentation
relevant and interesting
details to elaborate on the
content.
Comments:
Good Job!
Meets Expectations
I have included each
element at least twice. My
arithmetic is accurate.
My directions are easy to
understand and follow.
My answer key is clear
and accurate.
The problems I created
are varied and interesting.
My project is visually
appealing, will likely last the
remainder of the school
year, and is easy for
others to understand and
use.
1
Almost There!
Keep Improving
I have not included each
element twice and/or the
arithmetic is incorrect.
My directions are
inaccurate, incomplete, or
difficult to understand.
My answer key is
incorrect and/or difficult
to read or understand.
The problems that I use
lack variety or require
minimal arithmetic and/or
reasoning to solve.
My work is difficult to
read and understand. The
final product is not
appealing and/or hard to
use. It is likely that my
project will not last the
remainder of the school
year.