DescriptionResearcher Carolyn Maher leads a whole class discussion after the students' exploration of the problem: Which is larger, one fourth or one ninth, and by how much? Several students described their conjectures and attempts at solving the problem, and James, Erin, Beth, and Jackie described the models that they had built to solve the problem. The researcher closed the session by noting that the difference between one half and one third, a problem that they had worked on previously, was one sixth, the difference between one third and one fourth was one twelfth, and that the difference between one fourth and one ninth was one thirty-sixth. She asked the students if they noticed any similarities between the solutions and suggested that finding a similarity might help them build models in the future.
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 Captured1993-10-29
Local IdentifierA32A33A34-FRC-CMPRF-CLIP003
Related Publication Type: Related publication Label: Ed. D. dissertation references the video footage that includes Fraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies Date: 2009-05-01 Detail: Dissertation available in bound paper copy and electronic format (PDF) in the Rutgers University Libraries theses and dissertations collection. Author: Yankelewitz, Dina (Rutgers Graduate School of Education)
Related Publication Type: Related publication Label: Ed. D. dissertation references the video footage that includes Fraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies Date: 2001-05-01 Detail: Dissertation available in electronic format (PDF) and bound paper format jn the Rutgers University Libraries' theses and dissertations collection. Author: Steencken, Elena Perrone (Rutgers Graduate School of Education)
