1
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...
2
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...
3
DescriptionAmy Martino leads a whole class discussion during which they talk about ways of writing number sentences for two problems: 1) How many one sixths are in one? and 2) How many one twelfths are in one?...
4
DescriptionIn clip seven, researcher Carolyn Maher told the students to use the remaining class time to challenge their partners with problems using the rods. Erik asked Alan, “If a light green was one third,...
5
DescriptionThis video was recorded during the first of many research sessions in a yearlong study conducted in a fourth grade classroom by researcher Carolyn Maher and colleagues. At the start of this session,...
6
DescriptionIn the fifth of eight clips from this session, researcher Carolyn Maher asked the class to give a number name for the red rod if the brown rod was called one. Danielle explained that it would be...
7
TitleFraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing
DescriptionDuring the eighth and final clip from this session, Meredith and Sarah are working together to make up problems for one another to solve with the rods. Meredith asks Sarah "If you called one...
8
TitleAlan's Infinity
DescriptionIn this clip from 4th grade classroom study, students discuss the placement of numbers between zero and one on a number line. A debate ensues as to how many numbers exist between zero and one. Andrew...
9
DescriptionIn the fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one...
10
DescriptionIn the second clip from this classroom session, researcher Carolyn Maher posed a challenge. She asked the students to name the red rod if a train of yellow and light green was called two. The...
