DescriptionThis raw footage, full-session video, focuses on the overhead for the first 39 minutes and then on the class as they are working on the problems. Dr. Davis introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had been to determine how much more candy each person in the smaller group would receive than those in the larger group, which they agreed to be the difference between 1/4 and 1/9, after dividing each candy bar into 10 equal pieces. Based on Cuisenaire Rod models, the students concluded that the difference was 5/36. However, a number of students, including Meredith, still argued that the difference should be 1/5. After the class agrees that 5/36 is the difference, Jessica contends that the earlier distribution was not equitable. Andrew suggests that the 3 candy bars could be divided into 30 rectangular pieces (10 per candy bar) and shared evenly among all 25 students by having each student get one whole rectangular piece and 1/5 of one of the remaining 5 rectangular pieces. A whole-class discussion follows in which the students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solutions based on building models with Cuisenaire rods. Various students mark positions for each of these fractions, and also 1/10, on a number line segment from 0 to 1, drawn on an overhead transparency.The class is then asked to work in pairs to produce number line segments and mark the positions of unit fractions from 1/2 to 1/10 and also 1/100 and 1/1000. Several of the students, including Andrew and Jessica, located 1/3 at two different points on their number line. In a final class discussion, Alan shares his number line, which includes 1/100 and 1/1000, and contends that there could be three points for 1/3. The students discuss this and conclude that the same point on the line segment cannot be named both 1/3 and 2/3 or 1/3 and 3/3 although it is appropriate to name the same point 3/3 and 1.
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.
Related Publication Type: Excerpt or clip creation Label: Video clips created from the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage Date: 2011 Name: Fraction problems, Sharing and Number Lines, Clip 1 of 5: Which is more, 1/4th or 1/9th of a candy bar? How much more? Reference: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055288
Related Publication Type: Related publication Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage Date: 2009 Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Related Publication Type: Related publication Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage Date: 2010 Author: Schmeelk, Suzanna E. Name: Tracing students' growing understanding of rational numbers Reference: http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898