4

1 Analytic found

TitleDiscovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds

DescriptionIn the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the...

5

1 Analytic found

TitleContinuing to explore fraction comparisons, Clip 2 of 7: Kimberly and Audra compare one half and three fourths

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...

6

TitleDiscovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds

DescriptionIn the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green...

7

TitleDiscovering equivalent fractions and introducing fraction notation, Clip 3 of 5: Alan and Erik compare one half and two thirds

DescriptionIn the third clip, Alan and Erik worked together on the task: Which is larger two thirds or one half and by how much? Alan first built a model using the dark green rod as one, and the two concluded...

8

TitleDiscovering equivalent fractions and introducing fraction notation, Clip 1 of 5: Boats and fish, a conversation about building models

DescriptionIn the first clip, researcher Carolyn Maher began the session with a discussion about a model that Mark had made for another class. The model was comprised of a boat, a fish, and two children. The...

9

TitleContinuing to explore fraction comparisons, Clip 1 of 7: Gregory and Danielle compare two thirds and one half

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...

10

1 Analytic found

TitleFraction as number, an introduction, Clip 1 of 8: Assigning number names to rods

DescriptionThis video was recorded during the first of many research sessions in a yearlong study conducted in a fourth grade classroom by researcher Carolyn Maher and colleagues. At the start of this session,...

11

2 Analytics found

TitleFraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners

DescriptionIn clip seven, researcher Carolyn Maher told the students to use the remaining class time to challenge their partners with problems using the rods. Erik asked Alan, “If a light green was one third,...

12

1 Analytic found

TitleFraction as number, an introduction, Clip 5 of 8: What is the unit?

DescriptionIn the fifth of eight clips from this session, researcher Carolyn Maher asked the class to give a number name for the red rod if the brown rod was called one. Danielle explained that it would be...

13

2 Analytics found

TitleContinuing to explore fraction comparisons, Clip 6 of 7: Erik and Alan compare one half and three fourths

DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...