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DescriptionIn a whole-class discussion in the third of five clips from a single session, students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solution that is based on building models...
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Date Created1993
DescriptionThis is the fourth in a series of four clips from this session. The researcher, Carolyn Maher, invites the students to take turns placing a number that they have been thinking of onto the big number...
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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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Date Created1993
DescriptionThe students work on the task: If the orange rod is called fifty, what number name would I give the white rod? Sarah and Beth offer an answer immediately, and are questioned by researcher Amy Martino...
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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...
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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...
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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...
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DescriptionIn the fourth clip Michael and Brian worked together to compare one half and three fourths.
Michael built a model of an orange and red train, two dark green rods, and four light green rods. He then...
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DescriptionIn the fifth clip, researcher Carolyn Maher called the class together. At the overhead, Erin, Jackie, and Jessica had built the six and twelve centimeter models. The researcher asked the class to...
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DescriptionIn clip 5, researcher Carolyn Maher then asked the students to compare one half and one quarter and determine the difference between the two. The students worked in their groups to build models that...
