Oneachturn,aplayermaychoosewhetherornottotakeacard.Ifaplayertakesa2.
card,thatplayermustputtherepresentedzzyfractiontileinhis/hercylinder.Ifa
playerchoosesnottotakeacard,heorshesays“hold”andplaymovestothenext
player.Onceallplayershavesaid“hold,”theroundisover.Ifanyplayer’stilesgo
overthe1onthecylinder,thatplayerisdoneforthatround.
Whentheroundisover,playerscomparetheircylinderstoseewhoisclosestto1.
3.
Eachplayerearnsscoringcard(s)accordingtohisorherscore:
Player Position Points Earned
1stplace(playerwhoisclosestto1) 20
2ndplace 15
3rdplace 10
4thplace 5
Anyplayerwhowentover1 0
Playerhaszzyfractiontilesexactlyequalto1 extra5points
Ifthereisatie,twoplayersearnthatscoreandnoplayerearnsthenextscore
down.Forexample,if2playersearnexactly1,thentheyeachreceive20+5points.
Iftheothertwoplayersdidnotgoover1,thenthenexthighestplayerearns10
pointsandthelastplayerearns5points.
Playersputtheirzzyfractiontilesbackinthecenterpileandreturntheir
4.
fractioncardstothedeck.Playerskeeptheirscoringcards.Shuethedeckand
startanewround.
Once4roundshavebeenplayed,playerstotaluptheirpoints.
5.
Winning the Game
Theplayerwiththemostpointsattheendof4
roundsisthewinner(seeFigure4).
Using the Pieces as a Hands-On Teaching Tool
FractionFormula’sgamepiecesareagreatmanipulativeforteachingfractional
valuesandequivalencies.Herearetwowaystousethemasmanipulatives:
Build to One Whole
Dropa
1
2
tileintothecylinder.Challengestudentsto
seehowmanydierentcombinationsoftilesthey
candropontopofthe
1
2
tobuilduptoexactly1
(seeFigure5).Forexample,two
1
4
tileswouldwork
aswouldtwo
1
5
tilesplusone
1
10
tile.Bydoingthis
activity,studentslearnhowtomakeonewhole(as
wellas
1
2
equivalenciesinthisinstance).
Figure 4
2
Figure 5