11
Date Created1993
DescriptionThe students work on the task: If the orange rod is called fifty, what number name would I give the white rod? Sarah and Beth offer an answer immediately, and are questioned by researcher Amy Martino...
12
DescriptionDanielle and Gregory presented their model to represent the solution to the problem: Which is larger one half or one fourth and by how much. They built a model of an orange and dark green train, two...
13
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...
14
TitleBuilding large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?
DescriptionDuring this session, researcher Carolyn Maher provided the students an opportunity to revisit the task that they had been introduced to during the previous session: Which is larger, two thirds or...
15
Date Created1993
DescriptionResearcher Amy Martino asked the students to assign a number name to the white rod when the orange rod was called ten. After discussing the problem with their partners, the students joined in a whole...
16
Date Created1993
DescriptionIn this clip, researcher Amy Martino leads a class discussion that centers on the task: If I call the orange rod one, what number name would I give two whites? Some students suggest the number name...
17
DescriptionIn the fifth and final clip from this session, researcher Carolyn Maher asked Jessica to re-explain her original model. Jessica restated her argument, saying that the model showed that one half was...
18
Date Created1993-10-11
DescriptionDuring this session, conducted as a whole class discussion, Researcher Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or...
19
Date Created1993-10-11
DescriptionDuring this session, conducted as a whole class discussion, Researcher Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or...
20
Date Created1993-10-11
DescriptionDuring this session, conducted as a whole class discussion, Researcher Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or...
