Unit 3 will focus on measurement and number line activities to help further student understanding of fractions.   Through the implementation of these activities, teachers can help students to build their understanding of fractions as numbers and to extend their understanding of the number system beyond whole numbers, leading to the eventual understanding that between any two given numbers, there are infinite numbers.  These activities can reinforce and expand on the part-whole understanding of fractions. When students are involved in measurement activities, they will find a need for further partitioning to make a unit fraction, and to iterate (make copies) the fraction to measure objects precisely. The activities also offer a context for students to understand what motivates the need for using fractions and multiple opportunities to interact with fractions equivalence, comparison, and computations.  

This unit offers a selection of Core Resources, an Expert Panel video, and an opportunity to engage with a self-assessment/reflection activity. Through the self-assessment/reflection activity and the “What would you do next?” discussions, we will once again consider some examples of student thinking and common misconceptions. You’ll then have the chance to try these activities with students of your own. Additional Resources will also be available for those that would like to explore some other websites, tools, and videos. As in Unit 2, we offer an extended time frame for this unit to allow time for exploration of the resources and to try some of these ideas in practice.  Many of these unit elements offer natural entry points into reflective discussion, and you’ll have the opportunity to share your own insights into your experience with your colleagues in the discussion forums.  Finally, you will continue to add to the information that you have been gathering for a lesson plan, PD session, or custom option of your choice into your final project portfolio.

Guiding Questions for this Unit

1. What are measurement activities and why are they important?

2. How can the number line activities be used to help students understand fractions within the number system?

3. How can measurement and number line activities be used to address students’ misconceptions?

4. How can measurement and number line activities be used to help students with different levels of understanding and different learning strengths?