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 of numbers between 0 and 1 on the line. After Alan shares the number line he has drawn with increasingly small fractions (1/10. 1/100 and 1/1000), the researcher asks the students where to place 1/3 on his line. Alan conjectures that the point for 1/3 could go in three places, one to the left of 1/2, the second to the right of 1/2 and a third at the point indicating 1. Alan argued that the the length of the line segment from 0 to 1 can be built from 3 equal segments, each 1/3 of the length of the unit, which he called 1. He modelled his conjecture with Cuisenaire rods. After Mark, Danielle and Andrew correctly mark positions for 2/3, 3/3 and 0/3, the researcher facilitates a discussion among the students to resolve the issue raised as to whether the number 1/3 and the number 2/3 can denote the same point on the number line.
Problem Statement: Where is the correct position for 1/3 on a number line? Can the number 1/3 be placed at more than one position on the line? Why or why not?
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.
Related Publication Type: Dissertation Label: Ed.D. dissertation references the video footage that includes Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line Date: 2010-05-01 Detail: Dissertation available in digital r format in the Rutgers University Libraries dissertation collection. Author: Schmeelk, Suzanna E., 1979- (Rutgers Graduate School of Education)