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TitleA32, Fraction problems: Sharing and Number Lines (front view), Grade 4, October 29, 1993, raw footage
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
262
Transcript
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TitleA34, Fraction problems: Sharing and Number Lines (presentation view), Grade 4, October 29, 1993, raw footage
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
263
Transcript
Student Work
TitleComparing fractions and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work?
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...
264
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Student Work
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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...
265
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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...
266
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Student Work
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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...
267
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Student Work
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TitleComparing fractions and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
DescriptionIn the third clip Alan presented another model to show the difference between one half and one third. He built a model using one dark green rod, two light green rods, three red rods, and six white...
268
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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...
269
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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,...
270
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Student Work
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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...