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TitleDiscovering equivalent fractions and introducing fraction notation, Clip 1 of 5: Boats and fish, a conversation about building models

DescriptionIn the first clip, researcher Carolyn Maher began the session with a discussion about a model that Mark had made for another class. The model was comprised of a boat, a fish, and two children. The...

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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...

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1 Analytic found

TitleFraction as number, an introduction, Clip 5 of 8: What is the unit?

DescriptionIn the fifth of eight clips from this session, researcher Carolyn Maher asked the class to give a number name for the red rod if the brown rod was called one. Danielle explained that it would be...

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TitleThe number line and equivalent fractions, Clip 1 of 1: Multiple representations for equivalent fractions

DescriptionIn this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two...

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1 Analytic found

TitleFractions, Grade 4, Clip 3 of 4: Multiple models to represent one half

DescriptionResearcher Amy Martino led a whole class discussion that focused on solutions to the task: I'm going to call the orange and light green together one…Can you find a rod that has the number name one...

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3 Analytics found

TitleComparing fractions and evaluating models that represent solutions, Clip 5 of 8: Small group work, comparing one half and one fourth

DescriptionIn clip 5, researcher Carolyn Maher then asked the students to compare one half and one quarter and determine the difference between the two. The students worked in their groups to build models that...

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TitleComparing fractions and evaluating models that represent solutions, Clip 6 of 8: Graham and Michael share their model

DescriptionResearcher Carolyn Maher then asked the students to share their solutions as a class and Graham and Michael responded. Graham said the orange and the red would be called one and the dark greens would...