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Fraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods [video]. Retrieved from https://doi.org/doi:10.7282/T3SJ1J8B
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Description
TitleFraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-20
Persistent URLhttps://doi.org/doi:10.7282/T3SJ1J8B
DescriptionIn the third of eight clips from this session, researcher Carolyn Maher asked the students what number name they would give the red rod if the green rod was called one. Beth said that the red rod would be called one third and explained, “if you put three on them it makes one whole.” Next the researcher asked the students if the light green rod was one third as long as the blue rod. Jessica responded that this was true, since three light green rods equaled the blue rod in length and the whole class agreed that the light green rod would be called one third if the blue rod was called one. At this point, the researcher noted that different rods had been called one in previous tasks. She asked the class if number names of the rods could change and if color names of the rods could change. The students answered that the number names could change and eventually came to the consensus that the color names of the rods were permanent. The researcher then asked the students to explain how the number names could change and Erik responded directly by using the two problems that they had just worked on as examples. Michael then explained further that this happened when different rods were given the number name one in the different problems. The researcher then asked the students to find all the different rods and determine their color names. The students organized their rods in a variety of ways to determine the amount of different rods. The researcher asked Kelly to describe how she had organized the rods, and Kelly explained that she had begun by finding the longest rod and had proceeded to organize them by length until she had found the smallest rod. She then listed the rods by color in that order.
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 ParticipantsBeth (student), Alan (student), Erik (student), Jessica (student), Michael (Colts Neck, student), Kelly (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-CLIP003
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods
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 3 of 8: Permanent color names and flexible number names for rods
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 3 of 8: Permanent color names and flexible number names for rods
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 3 of 8: Permanent color names and flexible number names for rods
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: 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
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