31

1 Analytic found

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...

32

1 Analytic found

TitleBuilding large models to show equivalence, a generalization, Clip 3 of 3: Generating multiple models by doubling

DescriptionIn the third clip researcher Carolyn Maher asked David to share the theory that he had formulated with the class. David, with some assistance from Erik, said that Meredith had originally built a model...

33

1 Analytic found

TitleBuilding large models to show equivalence, an exploration, Clip 3 of 4: Erik justifies a train model for one third

DescriptionIn the third clip David, Meredith, Erik, and Alan worked to build models on the floor using rods. David built a model to test his conjecture, while Erik continued working on the thirty-six centimeter...

34

TitleBuilding large models to show equivalence, a generalization, Clip 2 of 3: Brian's conjecture

DescriptionIn the second clip, researcher Carolyn Maher asked the students what the model that was next in size would look like. Brian said that it would equal the length of twenty-four white rods. The...

35

TitleFraction problems, Sharing and Number Lines, Clip 2 of 5: Equal shares, 3 candy bars for 25 students

DescriptionIn this second of five clips from a single class session, the students consider how 3 candy bars could have been equally distributed among their class of 25. The students had worked on this problem...

36

1 Analytic found

TitleFraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods

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...

37

1 Analytic found

TitleFraction as number, an introduction, Clip 2 of 8: Students model fraction problems

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...

38

1 Analytic found

TitleFraction as number, an introduction, Clip 6 of 8: Problem posing for the class

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...

39

1 Analytic found

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...

40

2 Analytics found

TitleReviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor

DescriptionIn the fourth clip from this classroom session, researcher Carolyn Maher led a whole class discussion. She told the class that she gave each of the two adults who were in the room half a chocolate bar...