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Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar
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Abstract:
In the second clip of this classroom session, researcher Carolyn Maher reminded the students about the “Candy Bar” problem that they had discussed in an earlier session. She showed the students a drawing of the candy bar and asked the students to think of other number names that they could provide for one half of the candy bar. The students worked in their groups for a couple of minutes and then shared their ideas in a whole class discussion. Meredith and Erik provided solutions of six twelfths and two fourths, and Jackie offered a solution of six twelfths during the class discussion. After Danielle presented her solution of two fourths, some students disagreed, and then Danielle offered a second explanation. Brian named the part three sixths, and explained that he had found groups of squares that could be called sixths. At the overhead, he showed directly that there were six pairs of squares and three of those groups spanned half the grid. The researcher then reviewed the number names that had been provided by the students and recorded the equivalences on a transparency. She then asked the students if it was also true that one fifth was equal to two tenths, and the students responded in the affirmative. ; Transcript and student work are also available. ; Robert B. Davis Institute for Learning. (1993). Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar [video]. Retrieved from
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Keyword:
3-5; 4; Classroom; Classroom view; Communication; Comparing fractions; Connections; Critical thinking in children--New Jersey--Case studies; Cuisenaire rods; Direct reasoning; Drawings; Fraction as number; Fractions; Learning; Manipulatives (Education)--Case studies; Mathematics education; Mixed; Number and operations; Operations with fractions; Presentation view; Problem solving; Psychology of--Case studies; Public school; Reasoning and proof; Representation; Sample of human subjects; Side view; White
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URL: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067427
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Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
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Comparing fractions and evaluating models that represent solutions, Clip 1 of 8: Writing assignment, reviewing solutions
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Reviewing rod relationships and the candy bar problem, Clip 3 of 6: What is the number name for red when the yellow and light green rod is two? A whole class discussion
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Introducing fraction equivalence and an exploration of fraction comparison, Clip 3 of 4: Proportional Reasoning Continued
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Reviewing rod relationships and the candy bar problem, Clip 1 of 6: Whole class review of number name problems
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Fractions, Grade 4, Clip 3 of 4: Multiple models to represent one half
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Introducing fraction equivalence and an exploration of fraction comparison, Clip 4 of 4: Finding the number name for the difference between one half and one third
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Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods
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Introducing Fraction Equivalence and an Exploration of Fraction Comparison, Clip 2 of 4: An introduction to proportional reasoning.
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Fractions, Grade 4, Clip 2 of 4: Additive vs. multiplicative reasoning
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Fraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies
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Comparing fractions and evaluating models that represent solutions, Clip 4 of 8: Comparing one half and one third, different number names for the white rod
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Reviewing rod relationships and the candy bar problem, Clip 5 of 6: Comparing one half and one third, part 1
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Fraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods
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Fraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem
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