Oakland Terrace Grade 5 Math

Students often have trouble identifying fractional parts of an inch on a standard ruler. Most rulers have markings to the nearest 1/16 of an inch. Students have been taught to find the half inch marking because it is the longest line between the whole inch markings. Likewise, students are taught to identify the 1/4 inch markings by finding the next longest markings. However, many students do not understand the logic of the markings because students are asked to use these rulers before they are ready to understand the fractional marking.

$An enlarged ruler from 0 to 2 inches which a student has marked with the fractional parts. Fraction fringe of halves, fourths, eighths and sixteenths helps the student to identify the fractions of an inch.$

By enlarging a transparent ruler 400%, students are able to decipher the markings. Ms. Flory's class then used fraction fringe to see how the inch is partitioned. This student labeled the values from 0 to 1 using the fraction models. She then continued labeling the values greater than one, writing the measurements as mixed numbers.

This student labeled the 16ths, 8ths, 4ths and halves on the fraction fringe after he placed it next to the oversized ruler. He then used the fractional models to help him label the markings on the ruler. Students must have a firm understanding of fractions and equivalence to understand the logic of the ruler. This is a great time to review fraction concepts so important to middle school math.

Indicators
3.5.2.2 select and use appropriate
tools and units to measure objects.

6.5.2.2 compare and order fractions in equivalent forms, including improper fractions and mixed numbers with like and unlike denominators.