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Writing With Data: A Study of Coding on a Data-Journalism Team ; Written Communication
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Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 3 (2017)
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Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension] ...
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Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar
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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?
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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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A30, Fraction problems: Sharing and number lines (Side View), Grade 4, November 1, 1993, raw footage
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Abstract:
In this raw footage, full-session video, Dr. Davis first 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 solutions based on building models 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 is then asked to work in pairs to produce number line segments and mark the positions of unit fractions from 1/2 to 1/10 and also 1/100 and 1/1000. Several of the students, including Andrew and Jessica, located 1/3 at two different points on their number line. In a final class discussion, Alan shares his number line, which includes 1/100 and 1/1000, and contends that there could be three points for 1/3. The students discuss this and conclude that the same point on the line segment cannot be named both 1/3 and 2/3 or 1/3 and 3/3 although it is appropriate to name the same point 3/3 and 1. ; Transcript is also available. ; Robert B. Davis Institute for Learning. (1993). A30, Fraction problems: Sharing and Number Lines (Side View), grade 4, November 1, 1993, raw footage [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000068381.
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Keyword:
3-5; 4; Classroom; Communication; Comparing fractions; Connections; Considering a simpler problem; Cuisenaire rods; Direct reasoning; Drawings; Fractions; Learning; Manipulatives (Education)--Case studies; Mathematics education; Measurement; Mixed; Number and operations; Number lines; Physical models; Placing fractions on a number line; Problem solving; Proportional reasoning; Psychology of--Case studies; Public school; Reasoning and proof; Reasoning by analogy; Recognizing a pattern; Recognizing equivalence; Referencing a previous problem; Representation; Sample of human subjects; Sharing candy bars; Side view; White
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URL: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000068381
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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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A31, Fraction problems, Sharing and number lines (Overhead/Class view), Grade 4, November 1, 1993, raw footage
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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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