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*Classroom*in Subject12

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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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 third of five clips from this classroom session, David, Erik, and Meredith are building a large model on the floor in an attempt to reconstruct what they had built in a previous session....

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DescriptionIn the fifth of five clips from this classroom session, a visiting researcher asked David, Erik, and Meredith about the large model on the floor, which reflected their attempt to reconstruct the model...

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DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...

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DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...

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DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...