Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of the rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children needed to be competent in the four operations of whole numbers, along with an understanding of measurement, to enable them to understand rational numbers. The workshop session described in this paper was a 'hands-on' session that focused on the use of paper folding, fraction walls and number lines to develop an understanding of fractions using a measurement model. This model is just one model that can be used to develop and understanding of fractions. This approach highlights the need to develop fractional language and the ability to read both words and fractional symbols. [Author abstract, ed]