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DescriptionIn the third clip, researcher Amy Martino then worked with Mark and Laura. Mark justified his solution using each model he built. The researcher asked Mark if he thought that a different model might...
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DescriptionIn the fifth clip Michael and Brian extended their model using the orange and red train to show thirds and twelfths in addition to fourths. They showed that the difference between two thirds and three...
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DescriptionIn the first clip a visitor worked with Danielle and Gregory on the second task of comparing two third and one half. Danielle showed her using the twelve-centimeter long model, that three fourths was...
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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...
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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...
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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...
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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,...
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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...
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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...
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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...
