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*Brian C. (Colts Neck, student)*10

DescriptionAmy Martino began the session by asking the students to discuss the task that they had worked on during the previous two sessions: Which is larger, two thirds or three fourths, and by how much?...

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DescriptionIn the first clip from this session, researcher Carolyn Maher reminded the students that they had compared the fractional numbers one half and one third. For homework they had written about their...

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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...

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Date Created1993

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...

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DescriptionIn a whole-class discussion in the third of five clips from a single session, students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solution that is based on building models...

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DescriptionIn the second clip from this classroom session, researcher Carolyn Maher posed a challenge. She asked the students to name the red rod if a train of yellow and light green was called two. The...

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DescriptionIn clip 4, researcher Carolyn Maher asked the class to determine the number name for the white rod in the first model that had been built, in which the orange and red train was called one. James,...

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Date Created1993

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...

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DescriptionIn the fifth clip from this classroom session, researcher Carolyn Maher asked the class to compare one half and one third and determine which is larger and by how much. The class worked on this...

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DescriptionIn this clip, the first of five clips from a single class session, the researcher asks the students to review how they were able to show that 1/4 is larger than 1/9 by 5/36. The students had worked...