Deprecated: Constant FILTER_SANITIZE_STRING is deprecated in /code/web/libraries/searchportal/results.php on line 490

You searched: *Fraction as number* in Subject

1

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,...

2

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,...

3

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...

4

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...

5

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...

6

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?...

7

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...

8

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.,...

9

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...

10

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...