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Number Line Models and Placing Numbers on the Big Number Line, Clip 2 of 4: Discussion of Meredith’s Number Line Models
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Number Line Models and Placing Numbers on the Big Number Line, Clip 2 of 4: Discussion of Meredith’s Number Line Models [video]. Retrieved from https://doi.org/doi:10.7282/T3GF0SZ0

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TitleNumber Line Models and Placing Numbers on the Big Number Line, Clip 2 of 4: Discussion of Meredith’s Number Line Models
PublisherNew Brunswick, NJ: Robert B. Davis Institute for learning, 1993, c1993-11-10
Persistent URLhttps://doi.org/doi:10.7282/T3GF0SZ0
DescriptionThis is the second in a series of four clips from this session. The students discuss Meredith’s placement of fractions on a number line. Erik conjectures that a person would be confused with all the numbers on the multiple line models. Jessica and Alan offer interpretations. The researcher, Carolyn Maher, asks the students what the regions represent above the number line that label thirds. Erik and Alan walk up to the projector to offer an explanation. Meredith walks up to the projector to point to the two-thirds region. A debate follows among Erik, Alan and Meredith. Mark and Brian conjecture that the placement of the numbers on intervals may be misinterpreted. The researcher explains the common mathematical convention to place labels for numbers under the number line. Then, Alan walks up to the projector to show the class how thirds can be placed on intervals of a line segment partitioned in thirds. He shows how thirds can be used to represent points on a segment of the number line labeling one third, two thirds and three thirds, respectively, beneath the indicated marks.
Math ToolNumber lines
Math StrandFractions
Math ProblemPlacing fractions on a number line, Comparing fractions
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, Proportional reasoning
Grade Level4
Student ParticipantsAlan (student), Amy (student), Andrew (student), Audra (student), Brian C. (Colts Neck, student), Erik (student), Graham (student), Jacquelyn (student), Jessica (student), Mark (student), Meredith (student), Michael (Colts Neck, student)
MediatorsMaher, Carolyn Alexander (Researcher), Phillips, Joan (Teacher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsPresentation 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 Captured1993-11-10
Local IdentifierA50-FRC-CMPRF-CLIP002
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes Number Line Models and Placing Numbers on the Big Number Line, Clip 2 of 4: Discussion of Meredith’s Number Line Models
   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: A50, Number Line Models and Placing Numbers on the Big Number Line (Presentation View), grade 4, November 10, 1993, raw footage
   Identifier: 50-19931110-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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