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221
Date Created1989-03-21
DescriptionIn the second of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, focus on the 2nd problem in a set of 6. After Stephanie reads the problem, the children use...
222
Analytic icon 1 Analytic found
Date Created1989-03-21
DescriptionIn the fourth of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, are working first on Problem 5 and then on Problem 6 of a set of six word problems involving...
223
Date Created1989-03-21
DescriptionIn the seventh of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, revisit and reconsider their solution to the final problem of a set of six word problems...
224
Date Created1989-03-21
DescriptionIn the fifth of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, revisit their solutions to the first four problems of a set of six word problems involving...
225
Analytic icon 1 Analytic found
Date Created1989-03-21
DescriptionIn the sixth of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, revisit and reconsider their solution to Problem 5 of a set of 6 word problems involving...
226
Date Created1989-03-21
DescriptionIn the eighth of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, respond to their teacher, Angela Marinaro, when she asks them to explain their solutions to...
227
Date Created1989-03-21
DescriptionIn the final clip of the series of nine in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, explain their reasoning about problems 4 of a set of 6 problems to their teacher,...
228
DescriptionIn the seventh clip Amy, Jacquelyn, and James built another rod model at the overhead to show their solution to the problem: Which is larger one half or one quarter. Amy explained that they had tried...
229
Analytic icon 2 Analytics found
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...
230
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...