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Number Line Models and Placing Numbers on the Big Number Line, Clip 3 of 4: Equivalent names for the number named one
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Number Line Models and Placing Numbers on the Big Number Line, Clip 3 of 4: Equivalent names for the number named one [video]. Retrieved from https://doi.org/doi:10.7282/T3QZ29FK

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TitleNumber Line Models and Placing Numbers on the Big Number Line, Clip 3 of 4: Equivalent names for the number named one
PublisherNew Brunswick, NJ: Robert B. Davis Institute for learning, 1993, c1993-11-10
Persistent URLhttps://doi.org/doi:10.7282/T3QZ29FK
DescriptionThis is the third in a series of four clips from this session. The researcher, Carolyn Maher, asks the students where they would place the number “one” on the number line that Alan had made. The camera roves capturing the students as they discuss with their partners and as they gather together at the projector. The researcher asks the students to return to their seats for a discussion. Meredith is given the first opportunity to speak as it was her number line model that raised the question about where to place the number named one. Meredith explains that she would place the number named one on the number named three thirds. Michael states that when the number on the top equals the number on the bottom, then the name will always be one. A discussion follows. Alan expresses concern about placement of four thirds, claiming that you can only have three thirds. Meredith then explains that there cannot be four thirds in the interval between zero and three thirds; she conjectures that four thirds could be placed in the interval between zero and six thirds. Meredith labels the interval between one and two on the number line at the projector. The students continue to discuss their conjectures. Audra, Beth and Sarah share their ideas about the placement of the number named one.
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), 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)
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-CLIP003
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 3 of 4: Equivalent names for the number named one
   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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