21

TitleBuilding large models to show equivalence, an exploration, Clip 4 of 4: Testing the doubling conjecture

DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...

22

5 Analytics found

TitleComparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model

DescriptionIn the fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one...

23

1 Analytic found

TitleReviewing rod relationships and the candy bar problem, Clip 2 of 6: What is the number name for red when the yellow and light green rod is two? Brian and Jacquelyn

DescriptionIn the second clip from this classroom session, researcher Carolyn Maher posed a challenge. She asked the students to name the red rod if a train of yellow and light green was called two. The...

24

2 Analytics found

TitleComparing fractions and evaluating models that represent solutions, Clip 2 of 8: Comparing one half and one third, Jessica and Erik

DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...

25

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...

26

1 Analytic found

TitleIntroducing fraction equivalence and an exploration of fraction comparison, Clip 4 of 4: Finding the number name for the difference between one half and one third

Date Created1993

DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...

27

1 Analytic found

TitleReviewing rod relationships and the candy bar problem, Clip 6 of 6: Comparing 1/2 and 1/3, David's balance beam

Date Created1993-09-24

DescriptionAs the students were dispersing after class, David called over researcher Carolyn Maher to share his model. He built a balance beam using one vertical and one horizontal rod, placed two light green...

28

1 Analytic found

TitleFraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies

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...

29

TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model

DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...

30

2 Analytics found

TitleDiscovering equivalent fractions and introducing fraction notation, Clip 5 of 5: Compare one half and two thirds, establishing equivalence

DescriptionIn the fifth clip, researcher Carolyn Maher called the class together. At the overhead, Erin, Jackie, and Jessica had built the six and twelve centimeter models. The researcher asked the class to...