Color-coding the different fractions of an inch will help students see the progression from one fraction to the next, and will help them internalize the sequence.ģ. That’s very confusing for kids who are just starting to understand both measurement and fractions.Ĭoloring the inch measurements on a ruler can help students see the patterns and begin to make sense of this confusing order of fractions. The ruler lines count like this: whole number, 1/8, ¼, 3/8, ½, 5/8, ¾, 7/8, whole number. Students need a strong understanding of equivalent fractions to understand the lines on the ruler when measuring inches. When they color in half of an inch on a ruler, they can SEE why that line is the halfway mark for measuring inches.Ģ. ![]() 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.Ĭoloring inch measurements on rulers can help students make that connection between the area model and the linear model of fractions. 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 inches (and how coloring rulers can help):ġ.
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