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Fraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem
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Fraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem [video]. Retrieved from https://doi.org/doi:10.7282/T35X28KN

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TitleFraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem
PublisherNew Brunswick, NJ: Robert B. Davis Institute for learning, , c1993-10-29
Persistent URLhttps://doi.org/doi:10.7282/T35X28KN
DescriptionIn the first of three clips from a single class session, the researcher asks the 4th grade students to explain the mathematical task of the previous day when each of the three small groups within the class had been presented with a chocolate bar and asked to divide it equally among the members of its group. Andrew reported that his group of 9 students had divided the candy bar into 10 equal pieces and that each student received 1 and 1/9 pieces. Jessica explained that her group of 8 students had also divided the candy bar into 10 pieces and that each student received 1 and 1/4 pieces. Kimberly reported that her group also included 8 students and agreed with Jessica’s solution. The class agreed that the students in the groups of 8 had received a larger amount of candy. When asked how much larger, Meredith conjectured that the difference was 1/5, and the class concurred. Discussion followed about this conjecture and the students were challenged to build models with the rods to justify their solutions to the problem.

Problem Statement: If we agree that the 8 students who received 1 and 1/4 pieces of candy got more than the 9 students who received 1 and 1/9 pieces, how much more did each of the students in the group of 8 receive? How much larger is 1/4 than 1/9?
Math ToolColor markers, Transparencies
Math StrandFractions
Math ProblemSharing candy bars
NCTM Grade Range3-5
NCTM Content StandardNumber and operations
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning
Grade Level4
Student ParticipantsAmy (student), Andrew (student), Graham (student), Jessica (student), Michael (Colts Neck, student), Meredith (student), Kimberly (student)
MediatorsMaher, Carolyn Alexander (Researcher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsPresentation view, Side view, Student 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 Captured1993-10-29
Local IdentifierA32A33A34-FRC-CMPRF-CLIP001
Related Publication
   Type: Related publication
   Label: Ed. D. dissertation references the video footage that includes Fraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem.
   Date: 2009-05-01
   Detail: Dissertation available in digital and paper formats in the Rutgers University Libraries dissertation collection.
   Author: Yankelewitz, Dina (Rutgers Graduate School of Education)

   Name: Development of mathematical reasoning in elementary school students' exploration of fraction ideas
   Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Source
   Title: Fraction problems: Sharing and Number Lines (Front View), raw footage
   Identifier: A32-19931029-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
Source
   Title: Fraction problems: Sharing and Number Lines (Side View), raw footage.
   Identifier: A33-19931029-CNCR-SV-CLASS-GR4-FRC-CMPRF-RAW
Source
   Title: Fraction problems: Sharing and Number Lines (Presentation View)
   Identifier: A34-19931029-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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