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DescriptionIn the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line...
28
Date Created1993
DescriptionThis is the second in a series of four clips from this session. The students discuss Meredith’s placement of fractions on a number line. Erik conjectures that a person would be confused with all...
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DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
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Date Created1993
DescriptionThis is the first in a series of four clips from this session, which begins with the researcher, Carolyn Maher, placing a transparency with Meredith's number line models on the overhead projector. ...
31
Date Created1993
DescriptionIn this clip, researcher Amy Martino leads a class discussion that centers on the task: If I call the orange rod one, what number name would I give two whites? Some students suggest the number name...
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DescriptionIn the third clip from this classroom session, during the whole class discussion, Sarah and Audra presented their solution to the class. Audra explained that they called the red rod one fourth when...
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DescriptionAt the start of the first clip, the researcher Carolyn Maher asked the students to solve tasks similar to the ones that they had worked on earlier in the week. She asked Audra to tell her what the...
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DescriptionIn the third clip from this session, the class reviewed the problem: Which is bigger, one half and one third, and by how much? Laura and Jessica built a model to show that one half was larger than one...
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DescriptionIn the second clip, Kimberly and Audra worked together on the task: Which is larger one half or three fourths. Kimberly built a model using an orange and red train, two dark green rods, and four light...
