26
TitleA33, Fraction problems: Sharing and Number Lines (side view), Grade 4, October 29, 1993, raw footage
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
27
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
28
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
29
DescriptionResearcher Carolyn Maher leads a whole class discussion after the students' exploration of the problem: Which is larger, one fourth or one ninth, and by how much? Several students described their...
30
DescriptionIn the sixth of eight clips from this session, researcher Carolyn Maher asked the students to work with their partners to come up with questions to challenge the class. Alan was first to present his...
31
DescriptionIn this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two...
32
DescriptionIn the first clip, researcher Carolyn Maher began the session with a discussion about a model that Mark had made for another class. The model was comprised of a boat, a fish, and two children. The...
33
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
34
DescriptionResearcher Amy Martino led a whole class discussion that focused on solutions to the task: I'm going to call the orange and light green together one…Can you find a rod that has the number name one...
35
DescriptionResearcher Carolyn Maher then asked the students to share their solutions as a class and Graham and Michael responded. Graham said the orange and the red would be called one and the dark greens would...
