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Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model [video]. Retrieved from https://doi.org/doi:10.7282/T3Z036SQ
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Description
TitleComparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-29
Persistent URLhttps://doi.org/doi:10.7282/T3Z036SQ
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 third to be a red rod, which they named one third. Jackie repeated their argument, using a model of a dark green rod, two light green rods, and three red rods. In her explanation, Jackie showed that one half was bigger by one third by one white rod. Jessica argued that they had used a different size candy bar, which was not allowed. Jackie then restated the argument, concluding that one half was larger than one third by the white rod, which was called one. After researcher Carolyn Maher questioned Jackie about the number name for the white rod, Erik volunteered to interpret their model. He said that he thought they meant to call the dark green one whole and that the whites would be called one sixth. Jackie and Kelly agreed that that is what they meant to say, and, upon questioning by the researcher, stated that they believed the difference was one sixth. The researcher asked them why it couldn’t be called one, and they responded that it was because the dark green rod was called one. Erik offered that if the dark green rod was called six, the light green rod would be called three, but agreed that it could not be done in this problem.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemFraction as number, Comparing fractions
NCTM Grade Range3-5
NCTM Content StandardNumber and operations
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Indirect reasoning
Grade Level4
Student ParticipantsJackie (student), Jessica (student), Erik (student), Kelly (student)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom view, Presentation view, Side view
RightsThe video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Date Captured1993-09-29
Local IdentifierA80A81A82-FRC-CMPRF-CLIP004
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Source
Title: A80, Comparing fractions, a whole class debate (classroom view), Grade 4, September 29, 1993, raw footage.
Identifier: A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A80, Comparing fractions, a whole class debate (classroom view), Grade 4, September 29, 1993, raw footage.
Identifier: A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A81, Comparing fractions, a whole class debate (presentation view), Grade 4, September 29, 1993, raw footage.
Identifier: A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A81, Comparing fractions, a whole class debate (presentation view), Grade 4, September 29, 1993, raw footage.
Identifier: A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A82, Comparing fractions, a whole class debate (side view), Grade 4, September 29, 1993, raw footage.
Identifier: A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A82, Comparing fractions, a whole class debate (side view), Grade 4, September 29, 1993, raw footage.
Identifier: A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW