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Comparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths? [video]. Retrieved from https://doi.org/doi:10.7282/T3PG1QBP
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Description
TitleComparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths?
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-29
Persistent URLhttps://doi.org/doi:10.7282/T3PG1QBP
DescriptionIn this clip at the start of the session, researcher Carolyn Maher placed an overhead on the projector and asked the students to read the problem that was written. She then asked what they remembered about the problem and the issue that it represented. The problem asked: Is one fifth equal to two tenths? In response, Meredith built a model of an orange rod and two yellow rods at the overhead and called the orange rod one and the yellow rods each one half. Upon further questioning, Meredith then used five red rods and two yellow rods to explain that the yellow rods were called two tenths. When questioned further, Meredith called two white rods two tenths. Using the model of one orange rod and ten white rods that the researcher had initially provided, Meredith showed that the white rods are called tenths and that the red rods are called one fifth. She then demonstrated the equivalence of two white rods and one red rod. She concluded her argument by saying that one fifth equals two tenths. Brian addressed the class at the overhead, saying that he agreed with Meredith’s argument, and used her model of one red rod and two white rods to explain that it was similar to two halves being equal to a “whole.” Erik, agreeing with Meredith, used the orange rod, the white rods, and the red rods to show that the red rod was one fifth and two white rods were two tenths, and that the two lengths were equal.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemFraction as number, Comparing 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 ParticipantsMichael (Colts Neck, student), Meredith (student), Brian F. (Colts Neck, student), Erik (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 Captured1993-09-29
Local IdentifierA80A81A82-FRC-CMPRF-CLIP001
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths?
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 Comparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths?
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 Comparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths?
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 Comparing fractions, a whole class debate, Clip 1 of 5: Is one fifth equal to two tenths?
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: A80, Comparing fractions, a whole class debate (classroom view), Grade 4, September 29, 1993, raw footage.
Identifier: A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A80, Comparing fractions, a whole class debate (classroom view), Grade 4, September 29, 1993, raw footage.
Identifier: A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A81, Comparing fractions, a whole class debate (presentation view), Grade 4, September 29, 1993, raw footage.
Identifier: A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A81, Comparing fractions, a whole class debate (presentation view), Grade 4, September 29, 1993, raw footage.
Identifier: A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A82, Comparing fractions, a whole class debate (side view), Grade 4, September 29, 1993, raw footage.
Identifier: A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A82, Comparing fractions, a whole class debate (side view), Grade 4, September 29, 1993, raw footage.
Identifier: A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW