# Robertson Blog

### Whole Number Bias and 3 Misconceptions about fractions in Junior Math

Whole number bias is the tendency to apply or misapply one’s understanding of whole numbers or natural numbers – the numbers we typically count with – to rational numbers. It makes sense that people might apply what they have learned about whole numbers, like 1, 2, 3, 4 and 5 to their understanding of fractions, but unfortunately this leads to all kinds of misunderstandings about fractions.

### 3 Misconceptions in Primary Science

Taking time at the beginning of a science unit to allow students to share or document how they understand and relate to a topic is an opportunity for educators to see and hear how their students are making sense of the world. It brings to light the foundational thinking with which students will be building their scientific knowledge.

### Investigating Birds in the Spring

Birds spark curiosity in everyone. You can explore how things fly, chart migration patterns across the world, or even design feeders to outsmart a squirrel. It’s a chance to take learning outside and make real-world connections.

### Exploring food insecurity using financial literacy

Students use math to explore how explore the factors that influence one’s ability to access food. Junior. Number Sense.

### Bringing Stories into Science Classrooms

Stories can act as a bridge to scientific thinking. A look at their common goals, as well as what to consider when selecting stories to support science learning.

### New Lessons, Videos and Resources in 2021

Lessons   Videos   Blogs   OPM This year, The Robertson Program has enhanced its online offerings. With more than 30 new lessons in our online library, several new videos, and a series of blogs exploring topics important to educators, we’re revisiting some of the ideas on our site

Whole number bias is the tendency to apply or misapply one’s understanding of whole numbers or natural numbers – the numbers we typically count with – to rational numbers. It makes sense that people might apply what they have learned about whole numbers, like 1, 2, 3, 4 and 5 to their understanding of fractions, but unfortunately this leads to all kinds of misunderstandings about fractions.

Taking time at the beginning of a science unit to allow students to share or document how they understand and relate to a topic is an opportunity for educators to see and hear how their students are making sense of the world. It brings to light the foundational thinking with which students will be building their scientific knowledge.

Birds spark curiosity in everyone. You can explore how things fly, chart migration patterns across the world, or even design feeders to outsmart a squirrel. It’s a chance to take learning outside and make real-world connections.