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Comparing fractions and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model [video]. Retrieved from https://doi.org/doi:10.7282/T3R21000
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Description
TitleComparing fractions and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-10-01
Persistent URLhttps://doi.org/doi:10.7282/T3R21000
DescriptionIn the third clip Alan presented another model to show the difference between one half and one third. He built a model using one dark green rod, two light green rods, three red rods, and six white rods, and showed that the difference between one half, or a light green rod, and one third, a red rod, is the length of the white rod, which he named one sixth. Jessica challenged Alan’s solution by saying that Alan was making a different size candy bar. Kelly and Jackie said that they agreed with Alan and countered Jessica’s argument. Jackie explained how one can make a model with a different size and suggested that Alan had used a different size model, which was in line with the rules that had been set. Michael also backed Alan’s argument and explained how the white rods should be called one sixth. Jessica agreed that that was true, but repeated that it was a different size candy bar. Erik contributed to the argument, saying that they had said that any one sixth was correct, implying that Alan’s solution was legitimate. Researcher Carolyn Maher asked the class what they thought about why Jessica was confused. Erik said that the issue that Jessica had was that the sixth wasn’t the same size, implicitly backing Jessica’s argument. Michael countered this, saying that the rod that was called a “whole” wasn’t the same size either, and implying that had resolved the problem. Jessica repeated her argument and Andrew attempted to clarify why Alan was correct. Erik then tried to back Jessica’s argument, noting that although Alan hadn’t switched candy bars within his solution, but that he had switched from the orange and red train that Jessica had used originally. The researcher asked the class what Jessica was confused about. Michael repeated his earlier reasoning, saying that Jessica was confused since there was a different size one sixth but that Alan was justified in what he did since he had also switched the whole. With this summary, Michael integrated Andrew’s argument into his own.
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, Indirect reasoning
Grade Level4
Student ParticipantsAlan (student), Jessica (student), Kelly (student), Jackie (student), Michael (Colts Neck, student), Andrew (student), Erik (student), Beth (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 Captured1993-10-01
Local IdentifierA83A84A85-FRC-CMPRF-CLIP003
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
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 and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
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 and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
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 and evaluating models that represent solutions, Clip 3 of 8: Sharing Alan's candy bar model
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: A83, Comparing fractions and evaluating models that represent solutions (classroom view), Grade 4, October 1, 1993, raw footage.
Identifier: A83-19931001-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A83, Comparing fractions and evaluating models that represent solutions (classroom view), Grade 4, October 1, 1993, raw footage.
Identifier: A83-19931001-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A84, Comparing fractions and evaluating models that represent solutions (presentation view), Grade 4, October 1, 1993, raw footage.
Identifier: A84-19931001-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A84, Comparing fractions and evaluating models that represent solutions (presentation view), Grade 4, October 1, 1993, raw footage.
Identifier: A84-19931001-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A85, Comparing fractions and evaluating models that represent solutions (side view), Grade 4, October 1, 1993, raw footage.
Identifier: A85-19931001-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A85, Comparing fractions and evaluating models that represent solutions (side view), Grade 4, October 1, 1993, raw footage.
Identifier: A85-19931001-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW