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TitleFraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing
DescriptionDuring the eighth and final clip from this session, Meredith and Sarah are working together to make up problems for one another to solve with the rods. Meredith asks Sarah "If you called one...
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TitleFraction as number, an introduction, Clip 4 of 8: Establishing a unit for comparing length of rods
DescriptionIn the fourth of eight clips from this session, researcher Carolyn Maher mentioned that she had heard a student suggest that the red rod be called one if the dark green rod were called one. She asked...
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DescriptionIn the second of eight clips from this session, researcher Carolyn Maher said, “Someone told me that the red rod is half as long as the yellow rod. What do you think?" Danielle responded that the...
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DescriptionIn this short clip, James explains to Robert B. Davis his solution to the problem: Which is larger, one fourth or one ninth, and by how much? After some questioning, he explains that the train (i.e.,...
11
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...
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DescriptionResearcher Carolyn Maher leads a whole class discussion after the students' exploration of the problem: Which is larger, one fourth or one ninth, and by how much? Several students described their...
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Date Created2015-12-09
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class...
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Date Created2015-12-09
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class...
15
Date Created2015-12-09
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class...
16
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...
