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*Fraction as number*in Subject1

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...

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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?...

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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...

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DescriptionIn this short clip, James explains to Robert B. Davis his solution to the problem: Which is larger, one fourth or one ninth, and by how much? After some questioning, he explains that the train (i.e.,...

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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...

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DescriptionIn the second of five clips from this classroom session, Alan worked alone at his desk on a new task that the researcher, Amy Martino, had posed. He built models to find the difference between one...

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DescriptionIn the fourth of five clips from this classroom session, the researcher, Amy Martino, returned to Alan and questioned him about the third model that he had built for finding the difference between one...

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DescriptionIn the seventh clip, Erik and Alan worked to extend their model using the orange and red train to show fourths and halves. They concluded that three fourths was larger than two thirds by one twelfth....

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DescriptionIn the fifth clip Michael and Brian extended their model using the orange and red train to show thirds and twelfths in addition to fourths. They showed that the difference between two thirds and three...

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DescriptionIn the third clip, researcher Amy Martino then worked with Mark and Laura. Mark justified his solution using each model he built. The researcher asked Mark if he thought that a different model might...