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Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line

Descriptive

TypeOfResource
MovingImage
TitleInfo (ID = T-1)
Title
Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line
Identifier (type = rbdil)
A29A31-FRC-CMPRF-CLIP005
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055292
Language
LanguageTerm (authority = ISO 639-3:2007)
English
Genre (authority = RURes_RUResearchGenre)
Research data
Genre (authority = RURes_DataTypeOrMethodology)
Action research
Genre (authority = RURes_DataTypeOrMethodology)
Direct observation
Genre (authority = RURes_DataTypeOrMethodology)
Educational interventions (large group)
Genre (authority = RURes_DataTypeOrMethodology)
Field research
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Longitudinal data
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Continuous monitoring
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Defined population
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Name (authority = RBDIL_personal)
NamePart (type = personal)
David (student)
Subject (ID = SBJ-2)
Name (authority = RBDIL_personal)
NamePart (type = personal)
Alan (student)
Subject (ID = SBJ-3)
Name (authority = RBDIL_personal)
NamePart (type = personal)
Andrew (student)
Subject (ID = SBJ-4)
Name (authority = RBDIL_personal)
NamePart (type = personal)
Danielle (student)
Subject (ID = SBJ-5)
Name (authority = RBDIL_corporate)
NamePart (type = corporate)
Conover Road (Colts Neck, N.J.)
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Topic
Mathematics education
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Topic
Learning, Psychology of--Case studies
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Manipulatives (Education)--Case studies
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3-5
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Number and operations
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Problem solving
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Reasoning and proof
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Connections
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Representation
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Topic
Fractions
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Topic
Placing fractions on a number line
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Topic
Cuisenaire rods
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Number lines
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Recognizing equivalence
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4
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Classroom
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Classroom view
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Presentation view
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Mixed
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White
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Topic
Critical thinking in children--New Jersey--Case studies
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Geographic
Colts Neck Township Schools
Subject (ID = SBJ-1)
HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
Abstract (type = summary)
In the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement of numbers between 0 and 1 on the line. After Alan shares the number line he has drawn with increasingly small fractions (1/10. 1/100 and 1/1000), the researcher asks the students where to place 1/3 on his line. Alan conjectures that the point for 1/3 could go in three places, one to the left of 1/2, the second to the right of 1/2 and a third at the point indicating 1. Alan argued that the the length of the line segment from 0 to 1 can be built from 3 equal segments, each 1/3 of the length of the unit, which he called 1. He modelled his conjecture with Cuisenaire rods. After Mark, Danielle and Andrew correctly mark positions for 2/3, 3/3 and 0/3, the researcher facilitates a discussion among the students to resolve the issue raised as to whether the number 1/3 and the number 2/3 can denote the same point on the number line.
Problem Statement: Where is the correct position for 1/3 on a number line? Can the number 1/3 be placed at more than one position on the line? Why or why not?
PhysicalDescription
Extent (unit = digital file(s))
1
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video/quicktime
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video/x-flv
TargetAudience (authority = Domain)
Education
Note (type = supplementary materials)
Transcript is also available.
Note (type = APA citation)
Robert B. Davis Institute for Learning. (1993). Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line. [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055292
Note (type = available formats)
Available in QuickTime streaming and downloadable Flash digital video files.
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn Alexander
Role
RoleTerm (authority = marcrelator); (type = text)
Researcher
Affiliation
Rutgers, the State University of New Jersey
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Phillips
NamePart (type = given)
Joan
Role
RoleTerm (authority = marcrelator); (type = text)
Teacher
OriginInfo
Place
PlaceTerm (type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
CopyrightDate
1993-11-01
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Title
A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
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A29-19931101-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
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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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A31-19931101-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem (type = isAssociatedWith)
TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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Dissertation
Label
Ed.D. dissertation references the video footage that includes Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line
Place
New Brunswick, NJ
DateTime
2010-05-01
Detail
Dissertation available in digital r format in the Rutgers University Libraries dissertation collection.
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Author
Name
Schmeelk, Suzanna E., 1979-
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
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Rutgers Graduate School of Education
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Name
Tracing students' growing understanding of rational numbers
Identifier (type = global)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Reference (type = digital)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
Identifier (type = doi)
doi:10.7282/T3S46RS9
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Rights

RightsDeclaration (AUTHORITY = rbdil1_v1); (ID = rbdil1_v1)
The 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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Publication
Status
Unpublished
RightsHolder (ID = CRH-1); (type = corporate)
Name
Robert B. Davis Institute for Learning
Role
Copyright holder
Telephone
732-932-7496, ext. 8262
Address
Rutgers Graduate School of Education
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
Label
Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
2009-11-03
Detail
Non-exclusive license to digitize and make openly available the videos and other collection resources of the Institute is on file in the office of the RUcore Collections Manager.
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
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