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 line that has been taped onto the board in front of the classroom. Some ground rules get established, and then Audra is the first to place her number. The placement she selects for writing the number 1/2 spurs a classmate to interject "She can't do that!" A lively discussion ensues as the students debate what is a sensible place to write the number 1/2. With the researcher facilitating conversation, the class discusses what would happen if the number line got extended by adding the integer 4 to the right of 3. They consider whether it would have an impact on placement of the number 1/2. They also consider placement of other numbers, both positive and negative, and explore situations where more than one number can be written in the same place in their process of seeking consensus for correctly placing the number 1/2. The session ends with the researcher indicating that in a couple days they will resume the activity of placing numbers on the big number line.
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 4 of 4 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)