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You searched: *Fraction as number* in Subject

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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 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 seventh clip, Erik and Alan worked to extend their model using the orange and red train to show fourths and halves. They concluded that three fourths was larger than two thirds by one twelfth....

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DescriptionMeredith works with her partner, Michael, as they attempt to write a number sentence that describes how many one sixths are in one. After some discussion with Michael and Amy Martino about the correct...

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DescriptionIn the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the...

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DescriptionIn this short clip, James explains to Robert B. Davis his solution to the problem: Which is larger, one fourth or one ninth, and by how much? After some questioning, he explains that the train (i.e.,...

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DescriptionIn the second clip, Kimberly and Audra worked together on the task: Which is larger one half or three fourths. Kimberly built a model using an orange and red train, two dark green rods, and four light...

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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 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...