![]() Color-coding the different fractions of an inch will help students see the progression from one fraction to the next. Once they see the patterns, they can begin to make sense of this confusing order of fractions. That’s very confusing for kids who are just starting to understand both measurement and fractions. Coloring the inch measurements on a ruler can help students see the patterns. Students need a strong understanding of equivalent fractions to understand the lines on the ruler when measuring inches. Students need to understand equivalent fractions first.Ģ. When they color in half of an inch on a ruler, they can SEE why that line is the halfway mark for measuring inches. Coloring inch measurements on rulers can help students make that connection between the area model and the linear model of fractions. It’s hard for them to connect the idea of ½ of a cookie with a line on a ruler being ½ of an inch. ![]() ![]() When measuring inches, we have to think about fractions as a point on a line – the linear model- which can be confusing to students. The most common way for kids to think about fractions is the area model- where a space is divided into equal parts. Measuring in inches requires a different way of thinking about fractions. Why kids struggle with measuring with a ruler (and how coloring inches can help): Measuring with a ruler uses the area model for fractions.ġ. ![]()
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