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TitleFraction problems, Sharing and Number Lines, Clip 2 of 5: Equal shares, 3 candy bars for 25 students
DescriptionIn this second of five clips from a single class session, the students consider how 3 candy bars could have been equally distributed among their class of 25. The students had worked on this problem...
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Date Created1992-02-06
DescriptionIn this one hour and forty minute unedited video, the fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At the beginning of the session, there are two sheets...
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Date Created1992-02-06
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DescriptionIn the fourth of five clips from a single class session, we see two students, Jessica and Andrew, placing unit fractions, ranging from 1/10 to 1/2, on a number line segment with endpoints labelled 0...
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DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...
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DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...
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DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...
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DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...
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DescriptionIn the second of five clips from this classroom session, Alan worked alone at his desk on a new task that the researcher, Amy Martino, had posed. He built models to find the difference between one...
