You searched: *Conover Road (Colts Neck, N.J.)* in Subject

1

DescriptionIn the fifth clip Michael and Brian extended their model using the orange and red train to show thirds and twelfths in addition to fourths. They showed that the difference between two thirds and three...

2

DescriptionResearcher Amy Martino posed two related tasks to the students. In this clip, the students work on designing a rod that can be called one half when the blue rod is called one. Erik and Alan discuss...

3

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...

4

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...

5

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...

6

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...

7

DescriptionIn the first of three clips from a single class session, the researcher asks the 4th grade students to explain the mathematical task of the previous day when each of the three small groups within the...

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

Date Created1993

DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...

10

DescriptionIn this clip, the first of five clips from a single class session, the researcher asks the students to review how they were able to show that 1/4 is larger than 1/9 by 5/36. The students had worked...