Diffission Teacher Guide - Many Ways to Make a Fraction

Many Ways to Make a Fraction

Time Required

60 Minutes


Students will be able to create, name, and write fractions by reasoning about the relationship between the whole and a unit fraction.



Computer or tablet with internet accessGuided Gameplay Workspace


Large version of guided gameplay workspace


Prepare a copy of the Guided Gameplay Workspace for each student in addition to a larger version of the Guided Gameplay Workspace for class discussion.


To begin Lesson 3, share the learning objective with students. Ask students to spend the first part of their gameplay thinking about some of the fractions they made last time.

Example Questions

  • How will halves, quarters, etc. look differently in the game?
  • What makes the game more challenging than what we did in the previous session? (Hopefully students will bring up the idea of the shapes being different in the game and how that requires them to think more carefully.)


During a 10-minute gameplay session, walk through the classroom asking students about their thinking, particularly as it relates to the questions above.


Ask students to stop and think about the hexagons constructed yesterday and the shapes they are partitioning in the game.

  • Can we make predictions with Diffission?
  • Why is it more difficult to know what the fractions will look like? (the number and shape of the whole changes)
  • Discuss the relationship between the shape and size of the whole and how that affects the fraction.

Guided Gameplay

During this 15-minute activity, introduce the Guided Gameplay Workspace. Ask students to go back to the game and record the fractions provided when they are requested. They do not need to record every problem, but they should solve at least two for each fraction.

Group Reflection

Ask students to discuss what they recorded with a partner before coming to the group. Ask a few students to share the problems they recorded and request that they explain the differences between fractions (½ of 8 vs. ½ of 12) as they relate to the whole (½ of 8 vs. ½ of 12).

Note: Students may need additional practice with this concept and could practice during center work.