Inch by Inch NAME. Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches. 2.

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1 Inch by Inch NAME Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches 2. inches 3. inches Resources for Teaching Math 2009 National Council of Teachers of Mathematics

2 Part II Estimate the length of each item. Then, use a ruler to measure each item. Find two other items to add to your chart and measure. ITEM paper clip scissors piece of notebook paper desktop glue stick math book crayon unsharpened pencil length of a tissue box classroom window teacher s shoe ESTIMATE (INCHES) ACTUAL MEASUREMENT (INCHES) Resources for Teaching Math 2009 National Council of Teachers of Mathematics

3 Investigating Fraction Relationships NAME Use your relationship rods to answer the questions below. 1. If white = 1, what value would you assign to the other rods? Complete the table. 2. If red = 1, what value would you assign to the other rods? red = 1 black = 3. If light green = 1, what value would you assign to the other rods? light green = 1 brown =

4 4. If purple = 1, what value would you assign to the other rods? purple = 1 blue = 5. If yellow = 1, what value would you assign to the other rods? yellow = 1 orange = 6. If dark green = 1, what value would you assign to the other rods? 1 7. If black = 1, what value would you assign to the other rods? 1

5 8. If brown = 1, what value would you assign to the other rods? 1 9. If blue = 1, what value would you assign to the other rods? If orange = 1, what value would you assign to the other rods? 1

6 Region Relationships NAME 1. How many green triangles are in one blue rhombus? 2. How many green triangles are in one red trapezoid? 3. How many green triangles are in one yellow hexagon? 4. How many blue rhombuses are in one yellow hexagon? 5. How many red trapezoids are in one yellow hexagon? 2005 National Council of Teachers of Mathematics

7 Investigating Equivalent Fractions NAME Use your relationship rods to answer the following questions. 1. What colors can be lined up end-to-end to create the same length as the brown rod? For example, eight white rods can be lined up to create the same length as one brown rod. 2. Name as many fraction relationships as possible, with brown as the whole. For example: 2 1 (2 white rods) is the same as (1 red rod) When comparing equivalent fractions, the group with the smallest number of rods represents the fraction in lowest terms. Identify the fraction that is in lowest terms from each of the equivalent groups mentioned above. For example, when comparing 8 2 and 4 1, 4 1 uses fewer rods, and is, therefore, in lowest terms. 4. What colors can be lined up end-to-end to create the same length as the orange rod? Name as many fraction relationships as possible. What fractions are in lowest terms? 5. What colors can be lined up end-to-end to create the same length as the blue rod? Name as many fraction relationships as possible. Which fractions are in lowest terms? 6. What colors can be lined up end-to-end to create the same length as the dark green rod? Name as many fraction relationships as possible. Which fractions are in lowest terms?