1
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...
2
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?...
3
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...
4
DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
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
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,...
8
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...
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 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...
