17
TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model
DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...
18
DescriptionIn the fourth clip from this classroom session, researcher Carolyn Maher led a whole class discussion. She told the class that she gave each of the two adults who were in the room half a chocolate bar...
19
DescriptionResearcher Amy Martino posed two related tasks to the students that highlighted the difference between additive and multiplicative reasoning. First, she asked the students: If we call the orange...
20
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...
21
TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model
DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...
22
DescriptionIn the third clip researcher Carolyn Maher asked David to share the theory that he had formulated with the class. David, with some assistance from Erik, said that Meredith had originally built a model...
23
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
24
Date Created1993
DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...
25
DescriptionIn the second clip, researcher Carolyn Maher asked the students what the model that was next in size would look like. Brian said that it would equal the length of twenty-four white rods. The...
26
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...
