DescriptionThis is the fourth session of Cohort Two of the Informal Mathematics Learning study. In this video, students are working on the problem: If the number name for the dark green rod is one, what would...
DescriptionThis is the third session of Cohort Two of the Informal Mathematics Learning study. In this clip, students are working on the problem "Can you find another set of rods that have the same relationship...
DescriptionThis is the third session of Cohort Two of the Informal Mathematics Learning study. In this clip, students present their responses to the prompt "Claim: the red rod is 1/4 as long as the brown rod....
DescriptionThis video captures a discussion between researchers and teacher-interns reflected on the third day of Cuisenaire rod activities with Cohort Two of the Informal Mathematics Learning study.
DescriptionThis is the second session of Cohort Two of the Informal Mathematics Learning study. In this clip, students present their claims to the whole group and defend their reasoning using Cuisenaire rods.
Description“You could either have topping or no topping.” Students realized that the general tower problem and the general pizza problem have the same answer: 2^n.
Description“Everything we ever do always is like the tower problem.” Students worked on the 5-topping pizza problem. Mike introduced binary notation as a way to list the answers to the pizza problem. ...
DescriptionThis is the second session of Cohort Two of the Informal Mathematics Learning study. In this clip, students are discussing their responses to prompts involving the relationship between Cuisenaire...
DescriptionThis is the first session that Cohort Two of the Informal Mathematics Learning study. Students make observations about the Cuisenaire rods and make claims about relationships involving the rods.
