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A29, Fraction problems: Sharing and number lines (Class view), Grade 4, November 1, 1993, raw footage [video]. Retrieved from https://doi.org/doi:10.7282/T36W98Q2
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TitleA29, Fraction problems: Sharing and number lines (Class view), Grade 4, November 1, 1993, raw footage
PublisherNew Brunswick, NJ: , , c1993-11-01
Persistent URLhttps://doi.org/doi:10.7282/T36W98Q2
DescriptionIn this raw footage video that ends midway in the session, Dr. Davis introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had been to determine how much more candy each person in the smaller group would receive than those in the larger group, which they agreed to be the difference between 1/4 and 1/9, after dividing each candy bar into 10 equal pieces. Based on Cuisenaire Rod models, the students concluded that the difference was 5/36. However, a number of students, including Meredith, still argued that the difference should be 1/5. After the class agrees that 5/36 is the difference, Jessica contends that the earlier distribution was not equitable. Andrew suggests that the 3 candy bars could be divided into 30 rectangular pieces (10 per candy bar) and shared evenly among all 25 students by having each student get one whole rectangular piece and 1/5 of one of the remaining 5 rectangular pieces. A whole-class discussion follows in which the students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solution with drawings on the overhead transparency that are based on models built with Cuisenaire rods. Various students mark positions for each of these fractions, and also 1/10, on a number line segment from 0 to 1, drawn on an overhead transparency.The class camera video ends at this point.
Math ToolCuisenaire rods
Math StrandFractions
NCTM Grade Range3-5
NCTM Content StandardNumber and operations, Measurement
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Referencing a previous problem, Reasoning by analogy, Proportional reasoning, Considering a simpler problem, Recognizing a pattern, Recognizing equivalence
Grade Level4
Student ParticipantsGraham (student), James (student), Brian C. (Colts Neck, student), Meredith (student), Erik (student), Andrew (student), Jessica (student), Jacquelyn (student), Kimberly (student), Sarah (student), David (student), Michael (Colts Neck, student), Alan (student), Danielle (student), Mark (student), Audra (student), Brian F. (Colts Neck, student), Caitlin (student), Erin (student), Gregory (student), Jackie (student), Kelly (student), Laura (student), Sarah (student), Beth (student)
MediatorsMaher, Carolyn Alexander (Researcher), Davis, Robert B. (Robert Benjamin) (Researcher), Gjone, Gunnar (Researcher), Phillips, Joan (Teacher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom view
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.
Date Captured1993-11-01
Local IdentifierA29-19931101-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
Related Publication
Type: Excerpt or clip creation
Label: Video clips created from the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2011
Name: Fraction problems, Sharing and Number Lines, Clip 1 of 5: Which is more, 1/4th or 1/9th of a candy bar? How much more?
Reference: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055288
Type: Excerpt or clip creation
Label: Video clips created from the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2011
Name: Fraction problems, Sharing and Number Lines, Clip 1 of 5: Which is more, 1/4th or 1/9th of a candy bar? How much more?
Reference: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055288
Related Publication
Type: Related publication
Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2009
Detail: Dissertation available in digital format in the RUcore Rutgers Electronic Theses and Dissertations collection.
Author: Yankelewitz, Dina (Rutgers Graduate School of Education)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: https://dx.doi.org/doi:10.7282/T3KW5G01
Type: Related publication
Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2009
Detail: Dissertation available in digital format in the RUcore Rutgers Electronic Theses and Dissertations collection.
Author: Yankelewitz, Dina (Rutgers Graduate School of Education)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: https://dx.doi.org/doi:10.7282/T3KW5G01
Related Publication
Type: Related publication
Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2010
Author: Schmeelk, Suzanna E. (Rutgers Graduate School of Education)
Name: Tracing students' growing understanding of rational numbers
Reference: https://dx.doi.org/doi:10.7282/T3W66KV
Type: Related publication
Label: Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
Date: 2010
Author: Schmeelk, Suzanna E. (Rutgers Graduate School of Education)
Name: Tracing students' growing understanding of rational numbers
Reference: https://dx.doi.org/doi:10.7282/T3W66KV