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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
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A50-FRC-CMPRF-CLIP002
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Alan (student)
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Amy (student)
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Andrew (student)
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Brian C. (Colts Neck, 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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Fractions
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Placing fractions on a number line
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Comparing fractions
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4
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UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
Abstract
(type = summary)
This 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.
PhysicalDescription
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1
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video/quicktime
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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 2 of 4: Discussion of Meredith’s Number Line Models [video]
Note
(type = available formats)
Resource available in QuickTime streaming and downloadable Flash digital video formats.
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Maher
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Carolyn Alexander
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Rutgers, the State University of New Jersey
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Phillips
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Joan
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Teacher
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1993
Place
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
CopyrightDate
1993-11-10
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Title
A50, Number Line Models and Placing Numbers on the Big Number Line (Presentation View), grade 4, November 10, 1993, raw footage
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TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk.
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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
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New Brunswick, NJ
DateTime
2010-05-01
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Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
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Tracing students' growing understanding of rational numbers
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Rights
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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
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Copyright protected
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Reason
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Publication
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Unpublished
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Name
Robert B. Davis Institute for Learning
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732-932-7496, ext. 8262
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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
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Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
2009-11-03
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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.
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Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
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Statistical Profile