RUcore: Rutgers University Community Repository
Number Line Models and Placing Numbers on the Big Number Line, Clip 1 of 4: Meredith’s Number Line Models
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MovingImage
TitleInfo
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Title
Number Line Models and Placing Numbers on the Big Number Line, Clip 1 of 4: Meredith’s Number Line Models
Identifier
(type = rbdil)
A50-FRC-CMPRF-CLIP001
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000059707
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Research data
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Action research
Genre
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Direct observation
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Educational interventions (large group)
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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)
Alan (student)
Subject
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Name
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NamePart
(type = personal)
Amy (student)
Subject
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Andrew (student)
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Mark (student)
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Meredith (student)
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Michael (Colts Neck, student)
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Conover Road (Colts Neck, N.J.)
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Mathematics education
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Learning, Psychology of--Case studies
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3-5
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Number and operations
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Representation
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Fractions
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Topic
Placing fractions on a number line
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Comparing fractions
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Number lines
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Proportional reasoning
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Referencing a previous problem
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4
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White
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Critical thinking in children--New Jersey--Case studies
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Public school
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Geographic
Colts Neck Township Schools
Subject
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HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
Abstract
(type = summary)
This is the first in a series of four clips from this session, which begins with the researcher, Carolyn Maher, placing a transparency with Meredith's number line models on the overhead projector. She then asks the students to take a few minutes to talk with their partner about Meredith's work. A few students raise questions. Michael asks why the third number line has two thirds on the one-half mark. Meredith walks up to the overhead projector to explain the placement of numbers on her line. A discussion resulted, during which Amy asks why there are multiple lines and not just one. The researcher places Alan’s work on the overhead projector and asks the students if they remember Alan’s work. A discussion follows. The researcher then asks the class what the different line models with placement of fractions were trying to show.
PhysicalDescription
Extent
(unit = digital file(s))
1
InternetMediaType
video/quicktime
InternetMediaType
video/x-flv
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning (1993). Number Line Models and Placing Numbers on the Big Number Line, Clip 1 of 4: Meredith’s Number Line Models [video]
Note
(type = available formats)
Resource available in QuickTime streaming and downloadable Flash digital video formats.
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
DateCreated
(qualifier = exact)
1993
Place
PlaceTerm
(type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
CopyrightDate
1993-11-10
RelatedItem
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TitleInfo
Title
A50, Number Line Models and Placing Numbers on the Big Number Line (Presentation View), grade 4, November 10, 1993, raw footage
Identifier
(type = rbdil)
A50-19931110-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk.
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
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Related publication
Label
Ed.D. dissertation references the video footage that includes Number Line Models and Placing Numbers on the Big Number Line, Clip 1 of 4: Meredith’s Number Line Models
Place
New Brunswick, NJ
DateTime
2010-05-01
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
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Name
Schmeelk, Suzanna E., 1979-
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Rutgers Graduate School of Education
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References
Name
Tracing students' growing understanding of rational numbers
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Reference
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
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Robert B. Davis Institute for Learning Mathematics Education Collection
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Identifier
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doi:10.7282/T3BP0272
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Rights
RightsDeclaration
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(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
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
RightsEvent
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(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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Duration
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PictureQualities
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Statistical Profile