Now let's look at how a pair of middle school students played the Fraction Tracks game and how they communicated about their thinking.

Students were asked to list three ways they could use the value on a randomly selected fraction card before they made any moves.

One group of students pulled a randomly selected fraction card with 3/4 on it. They recorded all of the possible ways they could think of using 3/4:

The students looked at their list and decided that they couldn't make any moves with the 3/4 card. One student said, "We tried all of the examples from our list, and none of them worked."

  Consider questions that might help these students