1) Select at least one measurement or number line fractions problem and plan when you will attempt it with your class or a small groups of students. You may choose to select a problem from below, to create your own, or to use a task from another resources (either as is or adapted to your purpose).

2) Use the task that you have selected to conduct interviews with several students to examine their thinking and strategies for the problem. For more information on interviews with students, watch examples of interviews with students, [Read transcript here], and/or read a summary about clinical interviews. We recommend that you take notes and write a reflection on what happens during the student interviews.

3) Share your reflection in the discussion forum.

Discussion: Share your progress, ask your questions.  Your discussion can include:

• The problems you used with your students.

• Strategies your students used to solve each problem, including the understandings, confusions and misconceptions they showed in their work and in your interviews

4) Provide feedback on one or more of your colleagues' reflections. (Additional Guidance for Providing Feedback)

[Read the reflections of your colleagues. Did you encounter common or differing student misconceptions and strategies? What elements from your activities/interviews might strengthen those of your colleagues? Likewise, what can you draw from their activities/interview in order to strengthen your own?]

Sample measurement and number line tasks:

Non-standard measure (Paul)	Number Line Task (small group)	Building a whole from a part.
Given this strip of paper, how long is the object? (Use an object of your choice)  You may mark on this strip, fold it, or cut it, whatever you need to do to get an accurate measurement.	Ms. Anita asked her students to locate the fraction 5/6 on the number line shown below:	When Mark got home from school he discovered that his brother ate some of his brownie. Only 3/5 of the brownie was left. Use the brownie below to draw Mark’s original brownie.
[Student.docx] [Teacher.docx] [Teacher.pdf]	[Student.docx] [Teacher.docx] [Teacher.pdf]	[Student.docx] [Teacher.docx] [Teacher.pdf]

Alternative Project: To stay on pace to complete your project in time to receive feedback from your colleagues, we recommend that you complete the following over the course of this unit:

1) Based on the feedback that you received in the previous unit's discussion, begin development of your project. Prepare to post it for feedback over the course of Unit 4.  

2) Share your progress in the discussion forum.

3) Post any new questions that have arisen in your development process. 4) Provide feedback on one or more of your colleagues' project ideas. (Additional Guidance for Providing Feedback)

[Review the project elements submitted by your colleagues.  Does the project submission align with the context and purpose provided?  What might strengthen the project?  Are there additional considerations that might make it more robust? What can you draw from their project that may strengthen your own?]

Once you have clicked on a discussion topic, you will have the option to select a discussion area based on the first letter of your state (if you live in the US) or country (if you are joining us from outside of the US).  Please note that we have combined some of the groups in the project discussion area.