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Fraction problems, Sharing and Number Lines, Clip 4 of 5: Jessica and Andrew's Number Line
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Fraction problems, Sharing and Number Lines, Clip 4 of 5: Jessica and Andrew's Number Line [video]. Retrieved from https://doi.org/doi:10.7282/T3NC612C

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TitleFraction problems, Sharing and Number Lines, Clip 4 of 5: Jessica and Andrew's Number Line
PublisherNew Brunswick, NJ: Robert B. Davis Institute for learning, , c1993-11-01
Persistent URLhttps://doi.org/doi:10.7282/T3NC612C
DescriptionIn the fourth of five clips from a single class session, we see two students, Jessica and Andrew, placing unit fractions, ranging from 1/10 to 1/2, on a number line segment with endpoints labelled 0 and 1. They conjectured about the location for the point 1/100 and whether the magnitude of the number line makes a difference in the placement of these numbers. The question of a possible location for 1/1000 on the number line is addressed by Eric. Andrew and Jessica then place 3/4 on the number line based on their estimation for the location of 1/2, They explain to a researcher why they located 1/3 at two different points on their number line as well as how and why they positioned 1/100.
Problem Statement: Working with your partner, place the unit fractions from 1/10 to 1/2 on a number line segment that goes from 0 to 1. Where would you place 1/100 and 1/1000 on this number line?
Math ToolRulers, Number lines
Math StrandFractions
Math ProblemPlacing fractions on a number line
NCTM Grade Range3-5
NCTM Content StandardNumber and operations, Measurement
NCTM Process StandardProblem solving, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Reasoning by analogy, Proportional reasoning, Considering a simpler problem, Recognizing a pattern
Grade Level4
Student ParticipantsJessica (student), Andrew (student), Erik (student), Meredith (student), Danielle (student)
MediatorsMaher, Carolyn Alexander (Researcher), Martino, Amy (Researcher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom view, Work 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 IdentifierA31-FRC-CMPRF-CLIP004
Related Publication
   Type: Dissertation
   Label: Ed.D. dissertation references the video footage that includes Fraction problems, Sharing and Number Lines, Clip 4 of 5: Jessica and Andrew's Number Line
   Date: 2010-05-01
   Detail: Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
   Author: Schmeelk, Suzanna E., 1979- (Rutgers Graduate School of Education)

   Name: Tracing students' growing understanding of rational numbers
   Reference: http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Source
   Title: A31, Fraction problems, Sharing and Number Lines (Overhead/Class View), grade 4, November 1, 1993, raw footage
   Identifier: A31-19931101-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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