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*Comparing fractions*1

DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...

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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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DescriptionResearcher Carolyn Maher then asked the students to share their solutions as a class and Graham and Michael responded. Graham said the orange and the red would be called one and the dark greens would...

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DescriptionDanielle and Gregory presented their model to represent the solution to the problem: Which is larger one half or one fourth and by how much. They built a model of an orange and dark green train, two...

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DescriptionIn clip 5, researcher Carolyn Maher then asked the students to compare one half and one quarter and determine the difference between the two. The students worked in their groups to build models that...

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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 seventh clip Amy, Jacquelyn, and James built another rod model at the overhead to show their solution to the problem: Which is larger one half or one quarter. Amy explained that they had tried...

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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 fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one...