Abstract: An apparatus and a method for playing a math-teaching board game which enables a player student while manipulating game-pieces to gain an understanding of the concept of fractions and arithmetical operations associated therewith. The game is played by 2 to 4 players. The game includes a pyramidical-shaped board having a continuous path of steps, individual game tokens, a die, a plurality of decks of question cards for respective arithmetic operators, fraction boards and a slide box for placement of the fraction boards thereon. In playing the game, the player skillfully moves a selective game token up a number of steps based on the roll of the die. Each step on the board displays an arithmetical operator which determines which deck of question cards is selected. The player uses the fraction boards and the slide board in an attempt to visually determine the answer to a selected question. If the player answers the question correctly, the player remains on the step advanced by the die roll.