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 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 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.
DescriptionThis is the third session of Cohort Two of the Informal Mathematics Learning study. In this clip, students are working on the problem "Claim: the red rod is 1/4 as long as the brown rod. What do you...
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 video captures a discussion between researchers and teacher-interns reflected on the fourth day of Cuisenaire rod activities with Cohort Two of the Informal Mathematics Learning study.
Teachers:...
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 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....
DescriptionIn the fourth clip researcher Carolyn Maher asked the students to each come up and take a turn placing some fractions on the number line. She called on Gregory to come up first. He placed a one half...
