Part Two: Measuring to the Nearest 1/4 Inch
Alright. I have already shared my feelings on measurement and how I started my measurement unit this go around. Already my stress level was at about 7 instead of its usual 9 about this time of year. Ahh … nice big breath.
Let me share how I completed step two of this process. After introducing to students the unit fraction, I wanted to start show students that there are many different ways to represent one fractional amount. I gave each student a set of fraction bars (Do you have these? I LOVE mine!)
I had the students pull out the 1/2 fraction bar and explain that I wanted to see if students could make 1/2 another way with different bars- but they had to stick with the SAME color fraction (no mixing 1/8 and 1/3 or whatever). Then students had to prove they were the same length by laying the fractions under the 1/2. Eventually as students worked and talked they began seeing that 1/2 was also 2/4, 3/6, 4/8, 5/10 and 6/12.
Next (because I wanted to reinforce number lines) I made 6 number lines and showed how that 1/2, 2/4, 3/6, 4/8, 5/10 and 6/12 all lined up on the same places on their number lines. We discussed how all of these were different ways of saying 1/2 and they were all equivalent.
And that was all we did. I know, simple, not rocket science but it DID take up the whole time AND it was all their little brains could process. Up next: relating all this newfound knowledge to a ruler.
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Mandy Gregory is a 2007 and 2012 Teacher of the Year. She has taught 4th, 3rd, and 2nd grade in both the general education and inclusion setting. She is the owner and creator of the Teaching Tips website (www.mandygregory.com) and has over 10 years of experience. She is married with two beautiful children.