Learning Resources for Children

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Match a Fraction Snap Game

R 240.00

In stock


Match a Fraction is a simple snap game. It is a card game where half the cards have fractions images on them, and the other half have the fraction on them. Children need to find the matching fractions and win the cards.

The Match A Fraction Snap game includes:

  • Fractions 1/4, 2/4,3/4, 1/3, 1/2, 2/3 and 1.
  • 40 cards per pack.
  • Children match the picture to the fraction.

Using Match a Fraction Snap Game is a non-threatening way for children to practice working with fractions.

Using fun fractions games for children is a great way for to reinforce the concepts being taught. Through playing the game children have an opportunity to practice the skills being taught. The game can often show the teacher if the children are understanding the concepts being taught, or if more consolidation is necessary.

Fractions can be seen as daunting to children at first. Help your children understand fractions better with Match a Fraction Snap . The game is designed to reinforce basic skills, while making learning fractions a breeze.

Why should we use games to help reinforce match concepts?

We all know that children enjoy playing games. Experience tells us that games can be very productive learning activities. Here are some reasons why we should use maths games in the classroom:

  • Meaningful situations – for the application of mathematical skills are created by games
  • Motivation – children freely choose to participate and enjoy playing
  • Positive attitude – Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, through reducing the fear of failure and error;
  • Increased learning – in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas and problem solving strategies
  • Different levels – Games can allow children to operate at different levels of thinking and to learn from each other. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts
  • Assessment – children’s thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non-threatening situation
  • Home and school – Games provide ‘hands-on’ interactive tasks for both school and home
  • Independence – Children can work independently of the teacher. The rules of the game and the children’s motivation usually keep them on task.

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