The use of materials is as important in establishing an initial conception of number whether whole
number, decimal or common fractions. However, the patterns that emerge from this use of materials are
the critical element, as larger numbers and most decimal fractions cannot be represented directly. Yet
many students fail to extend their more concrete experiences with small numbers fully to the larger
numbers they will need to use in further study, problemsolving and work in the world outside of school.
Indeed, most teaching materials simplyassume that this extension isreadily made and neither teach it
explicitly nor provide settings in which understanding can be revealed or misconceptions come to light.
One way of addressing this need is through the use of instructional games that engage students in
thinking and discussion about the nature of the numbers they work with.