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A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage [video]. Retrieved from https://doi.org/doi:10.7282/T34Q7WZJ

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TitleA86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, 2015-12-09, c1993-10-04
Persistent URLhttps://doi.org/doi:10.7282/T34Q7WZJ
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class agreed that the proportions within each model need to be the same, but that the parts of the models cannot be interchanged. Then, the class worked in partners on the problem: Which is larger, one half or two thirds, and by how much? Meredith, among others, used the fact that rod lengths can be assigned two number names that are equivalent as they built models and justified their solutions, and Researcher Maher brought this to the fore during a class discussion. After the class discussed the idea that one sixth was equivalent to two twelfths, Researcher Maher summarized their ideas using formal fraction notation, and the class agreed that these ideas were true.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemFraction as number, Comparing fractions, Equivalent fractions
NCTM Grade Range3-5
NCTM Content StandardNumber and operations
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Indirect reasoning, Reasoning by contradiction, Generic reasoning, Guessing and checking, Recognizing equivalence, Reasoning by analogy
Grade Level4
Student ParticipantsAlan (student), Amy (student), Andrew (student), Audra (student), Beth (student), Brian F. (Colts Neck, student), Caitlin (student), Danielle (student), David (student), Erik (student), Erin (student), Graham (student), Gregory (student), Jackie (student), Jacquelyn (student), James (student), Jessica (student), Kelly (student), Kimberly (student), Laura (student), Mark (student), Meredith (student), Michael (Colts Neck, student), Sarah (student)
MediatorsMaher, Carolyn Alexander (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 Captured1993-10-04
Local IdentifierA86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Related Publication
   Type: Excerpt or clip creation
   Label: Video clips created from video footage A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage
   Name: Discovering equivalent fractions and introducing fraction notation, Clip 1 of 5: Boats and fish, a conversation about building models
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage
   Date: 2009
   Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)

   Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
   Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787#sthash.GokJ943B.dpuf
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage
   Date: 2001
   Author: Steencken, Elena (Rutgers, the State University of New Jersey)

   Name: Tracing the growth in understanding of fraction ideas
   Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125