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141
Transcript
Analytic icon 1 Analytic found
TitleThe infinite number line, Clip 3 of 4: How many numbers between 0 and 1?
DescriptionIn the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line...
142
Transcript
Student Work
Analytic icon 2 Analytics found
TitleComparing fractions and evaluating models that represent solutions, Clip 8 of 8: Comparing one half and one fourth, multiple models
DescriptionDanielle and Gregory presented their model to represent the solution to the problem: Which is larger one half or one fourth and by how much. They built a model of an orange and dark green train, two...
143
Transcript
Student Work
TitleComparing fractions and evaluating models that represent solutions, Clip 1 of 8: Writing assignment, reviewing solutions
DescriptionIn the first clip from this session, researcher Carolyn Maher reminded the students that they had compared the fractional numbers one half and one third. For homework they had written about their...
144
Transcript
Student Work
TitleComparing fractions and evaluating models that represent solutions, Clip 4 of 8: Comparing one half and one third, different number names for the white rod
DescriptionIn clip 4, researcher Carolyn Maher asked the class to determine the number name for the white rod in the first model that had been built, in which the orange and red train was called one. James,...
145
Transcript
Student Work
Analytic icon 2 Analytics found
TitleComparing fractions and evaluating models that represent solutions, Clip 2 of 8: Comparing one half and one third, Jessica and Erik
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...
146
Transcript
Student Work
TitleComparing fractions and evaluating models that represent solutions, Clip 6 of 8: Graham and Michael share their model
DescriptionResearcher Carolyn Maher then asked the students to share their solutions as a class and Graham and Michael responded. Graham said the orange and the red would be called one and the dark greens would...
147
Transcript
Student Work
Analytic icon 3 Analytics found
TitleComparing fractions and evaluating models that represent solutions, Clip 5 of 8: Small group work, comparing one half and one fourth
DescriptionIn clip 5, researcher Carolyn Maher then asked the students to compare one half and one quarter and determine the difference between the two. The students worked in their groups to build models that...
148
Transcript
Student Work
Analytic icon 5 Analytics found
TitleComparing fractions, a whole class debate, Clip 3 of 5: Brian challenges the girls' argument
DescriptionIn the third clip from this session, the class reviewed the problem: Which is bigger, one half and one third, and by how much? Laura and Jessica built a model to show that one half was larger than one...
149
Transcript
Student Work
Analytic icon 1 Analytic found
TitleFraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods
DescriptionIn the third of eight clips from this session, researcher Carolyn Maher asked the students what number name they would give the red rod if the green rod was called one. Beth said that the red rod...
150
Transcript
Student Work
Analytic icon 1 Analytic found
TitleFraction as number, an introduction, Clip 2 of 8: Students model fraction problems
DescriptionIn the second of eight clips from this session, researcher Carolyn Maher said, “Someone told me that the red rod is half as long as the yellow rod. What do you think?" Danielle responded that the...