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A95, Building large models to show equivalence, a generalization (presentation view), Grade 4, Oct. 11, 1993, raw footage [video]. Retrieved from https://doi.org/doi:10.7282/T3X63PWM
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TitleA95, Building large models to show equivalence, a generalization (presentation view), Grade 4, Oct. 11, 1993, raw footage
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-10-11
Persistent URLhttps://doi.org/doi:10.7282/T3X63PWM
DescriptionDuring this session, conducted as a whole class discussion, Researcher Carolyn Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or three fourths, and by how much? First, she asked students to show her the smallest model that could be built to show the difference between the two fractions. After it was built, she asked the students to convince her that it was indeed the smallest model possible for this task. Then, she asked the students to find the model that would be the next in size, and the students produced a model that was twenty-four cm in length, showing the difference to be two twenty-fourths. Following this, Erik, David, and Meredith produced their flawed forty-eight cm model, and the students discussed why it did not work. Then, Andrew and Jessica reproduced the forty-eight inch model that they had found using large-size Cuisenaire rods at the front of the classroom. Students then noticed that the models were doubling in size from the previous one built, and began to conjecture how large each successive model would be. The researcher concluded the discussion by asking the students to think about the question: Is there a biggest model?
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemFraction as number, Comparing fractions, Equivalent fractions
NCTM Grade Range3-5
NCTM Content StandardNumber and operations
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Indirect reasoning, Reasoning by contradiction, Recursive reasoning, Reasoning by upper and lower bounds, Recognizing equivalence, Generalizing
Grade Level4
Student ParticipantsAlan (student), Amy (student), Andrew (student), Audra (student), Beth (student), Brian F. (Colts Neck, student), Caitlin (student), Danielle (student), David (student), Erik (student), Erin (student), Graham (student), Gregory (student), Jackie (student), Jackie (student), Jacquelyn (student), James (student), Jessica (student), Kelly (student), Kimberly (student), Laura (student), Mark (student), Meredith (student), Michael (Colts Neck, student), Sarah (student)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom view
RightsThe video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Date Captured1993-10-11
Local IdentifierA95-19931011-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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Type: Excerpt or clip creation
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Label: Ed. D. dissertation references the video footage A95, Building large models to show equivalence, a generalization (presentation view), Grade 4, Oct. 11, 1993, raw footage
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787#sthash.GokJ943B.dpuf
Type: Related publication
Label: Ed. D. dissertation references the video footage A95, Building large models to show equivalence, a generalization (presentation view), Grade 4, Oct. 11, 1993, raw footage
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787#sthash.GokJ943B.dpuf