4
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...
5
DescriptionIn the fourth of five clips from a single class session, we see two students, Jessica and Andrew, placing unit fractions, ranging from 1/10 to 1/2, on a number line segment with endpoints labelled 0...
6
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...
7
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. ...
8
DescriptionIn the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement...
9
Date Created1993
DescriptionThis is the second in a series of four clips from this session. The students discuss Meredith’s placement of fractions on a number line. Erik conjectures that a person would be confused with all...
10
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...
11
DescriptionIn the fourth clip researcher Carolyn Maher asked the students to each come up and take a turn placing some fractions on the number line. She called on Gregory to come up first. He placed a one half...
12
Date Created1993
DescriptionThis is the fourth in a series of four clips from this session. The researcher, Carolyn Maher, invites the students to take turns placing a number that they have been thinking of onto the big number...
13
DescriptionIn the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line...
