# Fog Stone Isle

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- division
- fractions

- part-whole relationships

###### Pros

Carefully crafted games ensure long-term retention and conceptual understanding of fractions.###### Cons

Each time kids begin the game, plan on several minutes for it to load.###### Bottom Line

A 3D world that uses adaptive computer manipulatives to build important fractions concepts.Teachers can track individual and class progress on concepts and procedural fluency.

Kids will rave about the bizarrely fun games that continue to challenge. Students are empowered to create their own virtual Fog Stone Isle world.

Not all kids have the same level of working memory and executive function; Fog Stone Isle tracks this information and tailors tasks for each student.

A sketch pad tool provides both text and visual cues to support kids. When adding with a common denominator, fractions are represented as bricks and placed on number line, providing two different representations.

Teachers can use Fog Stone Isle to track both individual and class progress on key fractions ideas. This includes concepts that have been mastered, problems that have been solved, and procedural fluency for each child. Fog Stone Isle is best used as a routine spread out over the year; regular, spaced practice will ensure that students retain these ideas long term. Consider using Fog Stone Isle as part of your assigned summer learning program to prevent learning loss. Remind students to keep up their regular, spaced-out practice routine in the summer instead of simply cramming in a bunch of sessions at the end.

Read more Read lessFog Stone Isle is a site -- and app -- that uses brain-based research to help kids build crucial fractions concepts. With the guidance of a character named Cyril, students engage in playing video games. In an effort to keep the Gruffins safe from monsters, kids simultaneously build structures in their virtual world and encounter important fraction concepts. By properly adding fractions with like denominators, they can add bricks to the walls of their buildings. Kids learn about multiplying and comparing fractions as they build farms to feed their villagers.

Choice is key in the Fog Stone Isle world, as students decide where they build their fence for their Wild Rollerdillos or if they would rather spend time building more farms. With each activity, kids learn different concepts, from fraction equivalence to lowest common denominator. The game is adaptive, adjusting to the student's math skills along with the student's memory and executive functioning ability.

Read more Read lessFog Stone Isle has found a way to help kids retain crucial fractions concepts. Because it is a fun video game, kids will come back regularly. Similar to Fruity Fractions, it uses multiple representations to get at the heart of a concept instead of simply having kids memorize rules. Fog Stone Isle adds the virtual world component that kids find addictive. At first glance, one 10-year-old exclaimed, “Oooh, this is just like Minecraft,” and immediately wanted to play.

Farming is surprisingly the most compelling component to Fog Stone Isle. Kids multiply fractions to determine which section of the plot gets watered. With an exciting sense of urgency, kids compare fractions to decimals to determine if they have enough water left to take out the weeds. The ever-changing grid on the farm plot lights up to give an additional visual representation. This is incredibly powerful in helping kids truly understand what it means to multiply fractions.

Read more Read less## Key Standards Supported

## Number And Operations—Fractions | |

3.NF: Develop Understanding Of Fractions As Numbers. | |

3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. |

3.NF.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |

3.NF.2.a | Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. |

3.NF.2.b | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. |

3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |

3.NF.3.a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. |

3.NF.3.b | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. |

3.NF.3.c | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. |

3.NF.3.d | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |

4.NF: Extend Understanding Of Fraction Equivalence And Ordering. | |

4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |

4.NF.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |

Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers. | |

4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. |

4.NF.3.a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. |

4.NF.3.b | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. |

4.NF.3.c | Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. |

4.NF.3.d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. |

4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |

4.NF.4.a | Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). |

4.NF.4.b | Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) |

4.NF.4.c | Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? |

Understand Decimal Notation For Fractions, And Compare Decimal Fractions. | |

4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. |

4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |

4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |

5.NF: Use Equivalent Fractions As A Strategy To Add And Subtract Fractions. | |

5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |

5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions |

Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions. | |

5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |

5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

5.NF.4.a | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) |

5.NF.4.b | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. |

5.NF.5 | Interpret multiplication as scaling (resizing), by: |

5.NF.5.a | Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |

5.NF.5.b | Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. |

5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |

5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 |

5.NF.7.a | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. |

5.NF.7.b | Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. |

5.NF.7.c | Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? |

## Ratios And Proportional Relationships | |

6.RP: Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems. | |

6.RP.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” |

6.RP.2 | Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1 |

## The Number System | |

6.NS: Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions. | |

6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |