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 camera roves capturing the students as they discuss with their partners and as they gather together at the projector. The researcher asks the students to return to their seats for a discussion. Meredith is given the first opportunity to speak as it was her number line model that raised the question about where to place the number named one. Meredith explains that she would place the number named one on the number named three thirds. Michael states that when the number on the top equals the number on the bottom, then the name will always be one. A discussion follows. Alan expresses concern about placement of four thirds, claiming that you can only have three thirds. Meredith then explains that there cannot be four thirds in the interval between zero and three thirds; she conjectures that four thirds could be placed in the interval between zero and six thirds. Meredith labels the interval between one and two on the number line at the projector. The students continue to discuss their conjectures. Audra, Beth and Sarah share their ideas about the placement of the number named one.
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: Related publication Label: Ed.D. dissertation references the video footage that includes Number Line Models and Placing Numbers on the Big Number Line, Clip 3 of 4: Equivalent names for the number named one Date: 2010-05-01 Detail: Dissertation available in digital format in the Rutgers University Libraries dissertation collection. Author: Schmeelk, Suzanna E., 1979- (Rutgers Graduate School of Education)