4
DescriptionAmy Martino leads a whole class discussion during which they talk about ways of writing number sentences for two problems: 1) How many one sixths are in one? and 2) How many one twelfths are in one?...
5
DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...
6
DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...
7
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...
8
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...
9
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
10
Date Created1993
DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...
11
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...
12
Date Created1993
DescriptionThis is the third in a series of four clips from this session. The researcher, Carolyn Maher, asks the students where they would place the number “one” on the number line that Alan had made. The...
13
Date Created1993
DescriptionThis is the first in a series of four clips from this session, which begins with the researcher, Carolyn Maher, placing a transparency with Meredith's number line models on the overhead projector. ...
