VIDEO
PDF
PDF format is widely accepted and good for printing.
Transcript(39.99 kb)
Student Work(867.23 kb)
Citation & Export
Related Resources (2)
View Analytics (2)
Statistics
Now Playing: MP4-1
Citation & Export
APA citation
Fraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners [video]. Retrieved from https://doi.org/doi:10.7282/T39K48Z4
Export
Related Resources (2)
Analytics (2)
Description
TitleFraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-20
Persistent URLhttps://doi.org/doi:10.7282/T39K48Z4
DescriptionIn clip seven, researcher Carolyn Maher told the students to use the remaining class time to challenge their partners with problems using the rods. Erik asked Alan, “If a light green was one third, what would be a whole?” Alan responded that the blue rod would be called one. Alan asked Erik to find the rod that would be called one if the white rod was called one fifth. Erik said that the yellow rod would be called one. Researcher Amy Martino asked Erik to justify his solution. Erik began by showing that five white rods equaled a yellow rod in length. He then showed how he also found the solution by using the staircase model he had built on his desk and counting up to the yellow rod, which he called five. He also said, “And I know that that’s half of [the orange rod], and I know that yellow is half of orange, which is ten.”
Researcher Martino asked Alan and Erik, “If I call this [purple rod] two, what would one look like? Which rod would one be?” Erik replied that the red rod would be called one, and, when asked to justify his solution, explained that the red rod was half as long as the purple rod, and “half of two is one.” He then showed that two red rods equaled the purple rod in length. Erik asked Alan to find the rod that would be called six if the white rod was called three. Alan responded but there is no evidence that he justified his solution. Alan asked Erik to find the rod that would be called one if the purple rod was called one half. Erik named the brown rod one.
Researcher Martino asked Alan and Erik, “If I call this [purple rod] two, what would one look like? Which rod would one be?” Erik replied that the red rod would be called one, and, when asked to justify his solution, explained that the red rod was half as long as the purple rod, and “half of two is one.” He then showed that two red rods equaled the purple rod in length. Erik asked Alan to find the rod that would be called six if the white rod was called three. Alan responded but there is no evidence that he justified his solution. Alan asked Erik to find the rod that would be called one if the purple rod was called one half. Erik named the brown rod one.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemComparing fractions, Fraction as number
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
Grade Level4
Student ParticipantsAlan (student), Erik (student)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMale
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 Captured1993-09-20
Local IdentifierA74A75A76-FRC-CMPRF-CLIP007
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners
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 Fraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners
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 Fraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners
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 Fraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners
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: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Title: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW