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Number Line Models and Placing Numbers on the Big Number Line, Clip 4 of 4
Identifier
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A50-FRC-CMPRF-CLIP004
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000059709
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Action research
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Alan (student)
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Amy (student)
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Brian C. (Colts Neck, 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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Number and operations
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Reasoning and proof
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Placing fractions on a number line
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Comparing fractions
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Abstract
(type = summary)
This 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.
PhysicalDescription
Extent
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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 4 of 4 [video]
Note
(type = available formats)
Resource available in QuickTime streaming and downloadable Flash digital video formats.
Name
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NamePart
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Maher
NamePart
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Carolyn Alexander
Role
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Researcher
Affiliation
Rutgers, the State University of New Jersey
Name
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NamePart
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Phillips
NamePart
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Joan
Role
RoleTerm
(authority = marcrelator);
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Teacher
OriginInfo
DateCreated
(qualifier = exact)
1993
Place
PlaceTerm
(type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
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)
50-19931110-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
(type = isAssociatedWith)
TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk.
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Extension
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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
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
AssociatedEntity
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Name
Schmeelk, Suzanna E., 1979-
Identifier
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QA.S814 2001
Affiliation
Rutgers Graduate School of Education
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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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TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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Identifier
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doi:10.7282/T3M61JQ5
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