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Fraction as number, an introduction, Clip 6 of 8: Problem posing for the class [video]. Retrieved from https://doi.org/doi:10.7282/T35T3J6C
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Description
TitleFraction as number, an introduction, Clip 6 of 8: Problem posing for the class
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-20
Persistent URLhttps://doi.org/doi:10.7282/T35T3J6C
DescriptionIn the sixth of eight clips from this session, researcher Carolyn Maher asked the students to work with their partners to come up with questions to challenge the class. Alan was first to present his challenge. He asked the class to find the rod that would be called one if the red rod was called one fifth. Graham responded that the orange rod would be called one, and explained that five red rods were equal in length to the orange rod Beth and Mark posed two related challenges. Beth asked the students, “If a [light] green was a whole, what would a blue be?” Erik responded that it would be called “three wholes,” but did not justify his solution. Mark asked the students to name the light green rod if the blue rod was called one. Jacquelyn responded that it would be called one third, and explained that three green rods equaled a blue rod, and so each light green rod would be called one third. Next, Jacquelyn, Kelly, and Michael posed their problem to the class. They asked, “If white one is one whole what would the orange be?” Erik responded that the orange rod would be called ten, since only ten white rods equaled (in length) an orange rod. The researcher asked the class to name the white rod if the orange rod was called one. Jacquelyn responded that it would be called one tenth, using a line of reasoning similar to Erik. Meredith asked the class to find the rod that would be called one if the purple rod was called one half. Amy replied that the brown rod would be called one, because the purple rod was one half as long as the brown rod, and two purple rods equaled (in length) the brown rod.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemComparing fractions, Fraction as number
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 ParticipantsAlan (student), Erik (student), Graham (student), Beth (student), Mark (student), Jacquelyn (student), Meredith (student), Amy (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 Captured1993-09-20
Local IdentifierA74A75A76-FRC-CMPRF-CLIP006
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 6 of 8: Problem posing for the class
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 Fraction as number, an introduction, Clip 6 of 8: Problem posing for the class
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 Fraction as number, an introduction, Clip 6 of 8: Problem posing for the class
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 Fraction as number, an introduction, Clip 6 of 8: Problem posing for the class
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: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW