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Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds [video]. Retrieved from https://doi.org/doi:10.7282/T30Z71V1
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Description
TitleDiscovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-10-04
Persistent URLhttps://doi.org/doi:10.7282/T30Z71V1
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 problem. David and Meredith worked together, and Meredith built a model using a dark green rod, two light green rods, and three red rods. David replicated the model, and they each lined up six white rods against their model. David concluded that two thirds was bigger by one sixth.
The researcher then spoke to David and Meredith about their solution to the task. Meredith and David said that two thirds is larger than one half by one sixth. Meredith justified the solution by showing that six “ones”, or white rods, were lined up against the dark green rod. The researcher asked Meredith to explain her language, and Meredith corrected it by saying that the white rods were called sixths and that six sixths equaled the dark green rod. She then showed that the difference between two red rods and one light green rod was one white rod, or one sixth. A few minutes after this exchange, researcher Amy Martino approached David and Meredith. Meredith showed her original model along with a second model that she had built. Meredith explained that her second model showed that two purple rods, or two thirds, were larger than one dark green rod, or one half, by two white rods. Initially she called the two white rods two sixths, then changed the number name to one tenth, then one twelfth and then two twelfths. She then showed that in her original model, two thirds was larger than one half by one sixth. Researcher Martino asked Meredith if there was anything else she could call the difference between two thirds and one half in the larger model, aside from two twelfths. Meredith lined up six red rods against the larger model. She concluded that the difference was one sixth.
The researcher then spoke to David and Meredith about their solution to the task. Meredith and David said that two thirds is larger than one half by one sixth. Meredith justified the solution by showing that six “ones”, or white rods, were lined up against the dark green rod. The researcher asked Meredith to explain her language, and Meredith corrected it by saying that the white rods were called sixths and that six sixths equaled the dark green rod. She then showed that the difference between two red rods and one light green rod was one white rod, or one sixth. A few minutes after this exchange, researcher Amy Martino approached David and Meredith. Meredith showed her original model along with a second model that she had built. Meredith explained that her second model showed that two purple rods, or two thirds, were larger than one dark green rod, or one half, by two white rods. Initially she called the two white rods two sixths, then changed the number name to one tenth, then one twelfth and then two twelfths. She then showed that in her original model, two thirds was larger than one half by one sixth. Researcher Martino asked Meredith if there was anything else she could call the difference between two thirds and one half in the larger model, aside from two twelfths. Meredith lined up six red rods against the larger model. She concluded that the difference was one sixth.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemFraction as number, Comparing fractions, Equivalent fractions
NCTM Grade Range3-5
NCTM Content StandardNumber and operations
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning
Grade Level4
Student ParticipantsDavid (student), Meredith (student)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom view, Presentation view, Side view
RightsThe video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Date Captured1993-10-04
Local IdentifierA86A87A88-FRC-CMPRF-CLIP002
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Source
Title: A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
Identifier: A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
Identifier: A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage.
Identifier: A87-19931004-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage.
Identifier: A87-19931004-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
Identifier: A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
Identifier: A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW