You searched: *Phillips, Joan* in Name

1

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?...

2

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...

3

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.,...

4

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...

5

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...

6

DescriptionIn the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement...

7

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...

8

DescriptionIn this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two...

9

DescriptionResearcher Amy Martino led a whole class discussion that focused on solutions to the task: I'm going to call the orange and light green together oneā¦Can you find a rod that has the number name one...

10

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...