The purpose of this activity is for students to use their understanding of benchmark fractions and equivalent fractions to play a game that involves fractions on the number line. They toss paper clips on a game board that is a number line, and then write fractions to label the locations where the paper clips land. In previous lessons, students labeled fractions on a number line with premade tick marks. This activity gives students an opportunity to label them independently. Before playing the game, students prepare the game board and materials.

• Invite previously selected students to share their strategies for tossing and labeling the locations of the paper clips.
• “Where was the best spot to stand? What did you think about when you tossed?”
• “Take a look at all the fractions you recorded on your number line. What do you notice?” (They are ordered from least to greatest. We used lots of sixths and eighths. There are lots of different denominators.)
• “What did you do if a paper clip landed in a location where it was difficult to name the fraction?” (I found the closest fraction that was easy to find and used that to help. I used equivalent fractions.) 

The purpose of this activity is for students to use what they have learned about comparing fractions to design a game. Students are given some constraints around what the game must involve, but have to come up with their own rules and the objective for winning the game. When students consider assumptions about information not given in a situation, they model with mathematics (MP4).

• Invite previously selected groups to share their game.
• Consider asking:
  • “How did you come up with the rules you chose?”
  • “What parts of the rules make the game fair for both players?”
  • “How do you win the game?”

The purpose of this activity is for students to share their games with their classmates. This provides pairs the opportunity to articulate their rules and check to see if they are clear to their audience. Based on feedback, students consider how they would revise their directions.

• "How would you revise your game based on your partner's feedback? Did your changes have to do with the rules of the game or mathematics or both?”