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Number Line Models and Placing Numbers on the Big Number Line, Clip 4 of 4
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Number Line Models and Placing Numbers on the Big Number Line, Clip 4 of 4 [video]. Retrieved from https://doi.org/doi:10.7282/T3M61JQ5

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TitleNumber Line Models and Placing Numbers on the Big Number Line, Clip 4 of 4
PublisherNew Brunswick, NJ: Robert B. Davis Institute for learning, 1993, c1993-11-10
Persistent URLhttps://doi.org/doi:10.7282/T3M61JQ5
DescriptionThis is the fourth in a series of four clips from this session. The researcher, Carolyn Maher, invites the students to take turns placing a number that they have been thinking of onto the big number line that has been taped onto the board in front of the classroom. Some ground rules get established, and then Audra is the first to place her number. The placement she selects for writing the number 1/2 spurs a classmate to interject "She can't do that!" A lively discussion ensues as the students debate what is a sensible place to write the number 1/2. With the researcher facilitating conversation, the class discusses what would happen if the number line got extended by adding the integer 4 to the right of 3. They consider whether it would have an impact on placement of the number 1/2. They also consider placement of other numbers, both positive and negative, and explore situations where more than one number can be written in the same place in their process of seeking consensus for correctly placing the number 1/2. The session ends with the researcher indicating that in a couple days they will resume the activity of placing numbers on the big number line.
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, Referencing a previous problem
Grade Level4
Student ParticipantsAlan (student), Amy (student), Audra (student), Beth (student), Brian C. (Colts Neck, student), Danielle (student), Erik (student), Gregory (student), Jacquelyn (student), James (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-CLIP004
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 4 of 4
   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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