DescriptionIn the third of nine clips in a first grade classroom, four children: Stephanie, Gerardo, Sean and Aaron, are working first on Problem 3 and then on Problem 4 of a set of 6 word problems involving...
DescriptionIn the fifth clip from this classroom session, researcher Carolyn Maher asked the class to compare one half and one third and determine which is larger and by how much. The class worked on this...
DescriptionThis is the last of seven clips from the night session. The students (Ankur, Jeff, Michael, and Romina) explain to Brian, a late-comer, the meaning of Pascal’s Identity (the addition rule for...
DescriptionIn a whole-class discussion in the third of five clips from a single session, students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solution that is based on building models...
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...
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...
DescriptionMeredith works with her partner, Michael, as they attempt to write a number sentence that describes how many one sixths are in one. After some discussion with Michael and Amy Martino about the correct...
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...