Results

1
Analytic icon 1 Analytic found
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...
2
Analytic icon 1 Analytic found
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?...
3
Analytic icon 1 Analytic found
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...
4
Date Created2014-02-07
DescriptionThe session began with a whole class discussion about the problems that the students had worked on the day before. Afterwards, the students worked with their partners on two series of tasks. These...
5
Date Created2014-02-07
DescriptionDuring this session, Carolyn Maher asked the students to find the number of one third meter long bows from three, nine, twenty-seven, and eighty-one meters of ribbon. The students worked in partners...
6
Date Created2014-02-07
DescriptionDuring this session, Carolyn Maher asked the students to find the number of one third meter long bows from three, nine, twenty-seven, and eighty-one meters of ribbon. The students worked in partners...
7
Date Created2014-02-12
DescriptionThis session marked a departure from those preceding it as it centered around a different activity. Instead of using Cuisenaire rods to represent fractions, the students were provided ribbons, meter...