**Many examples of Measurement tend to be very abstract. For
example:**

*Instead of a ruler, think of a number line. The distance between
0 and 1 can be divided into equal lengths. For example, the
distance can be divided into 5 parts to create a unit of measure
called one-fifth. Marking a point on the number line and labelling
it as 15 means the point is a distance of one unit from 0. The
unit 15 can be divided into smaller parts. For example: dividing
15 into two equal parts creates the new unit of 110.
(http://topdrawer.aamt.edu.au/)*

**Sometimes Teachers use very confusing Language...**

*They have troubles doing problems like these: 16+1816+18
212?134212?134 I've explained them to go 1) find the LCD first and
then 2) put the fractions in an equivalent form (i.e. 1/3 = 3/9)
and then 3) add or subtract. At first I thought that by breaking
it down to these steps the kids would understand but they get
confused and forget. For example 212212 could be rewritten as
224224. I then tell them to do the following operation:
224?134224?134. I tell them that they're really figuring out this:
(2 - 1) + (2424 - 3434). They get really confused. Then I tell
them to look at the fractions for now and ignore the whole number.
They still get confused. I am up to my wits end. Not only that but
they have trouble with LCM. All they want is to leave the room and
not look at fractions. How can I get through these kids?! (Teacher
inquiry, http://math.stackexchange.com/)
*