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A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
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A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage [video]. Retrieved from https://doi.org/doi:10.7282/T3Z89BBK

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TitleA73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-10-08
Persistent URLhttps://doi.org/doi:10.7282/T3Z89BBK
DescriptionAmy Martino began the session by asking the students to discuss the task that they had worked on during the previous two sessions: Which is larger, two thirds or three fourths, and by how much? Several students offered conjectures of how to generate multiple models with Cuisenaire rods that could accommodate both thirds and fourths. Then, the students worked to reconstruct the models that they had found for this task in the previous session. One pair of students (Andrew and Jessica) successfully reconstructed and recorded their forty-eight cm long model, and another group, consisting of Meredith, Erik, and David, made an attempt to do so as well, but spent much of the session unsuccessfully trying to recall the exact length and makeup of the rod that had been assigned the number name one. At the same time, several other pairs of students worked on the task: Compare one half with two fifths. Which is larger, and by how much? Alan worked alone on this task, and described a method of generating multiple models to represent the solution to this problem.
Math ToolCuisenaire rods
Math StrandFractions
Math ProblemComparing fractions, Equivalent fractions, Fraction as number
NCTM Grade Range3-5
NCTM Content StandardNumber and operations, Measurement
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsDirect reasoning, Indirect reasoning, Reasoning by contradiction, Recursive reasoning, Reasoning by upper and lower bounds, Guessing and checking, Recognizing equivalence, Generalizing
Grade Level4
Student ParticipantsAlan (student), Amy (student), Andrew (student), Audra (student), Beth (student), Brian F. (Colts Neck, student), Brian C. (Colts Neck, student), Caitlin (student), Danielle (student), David (student), Erik (student), Erin (student), Graham (student), Gregory (student), Jackie (student), Jacquelyn (student), James (student), Jessica (student), Kelly (student), Kimberly (student), Laura (student), Mark (student), Meredith (student), Michael (Colts Neck, student), Sarah (student)
MediatorsMartino, Amy Marie (Researcher), Phillips, Joan (Teacher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsClassroom 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 Captured1993-10-08
Local IdentifierA73-19931008-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes Building large models to show equivalence: A reconstruction
   Date: 2009
   Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the footage that includes Building large models to show equivalence: A reconstruction
   Date: 2008
   Author: Reynolds, Suzanne Loveridge (Rutgers, the State University of New Jersey)

   Name: Study of fourth-grade students' explorations into comparing fractions
Related Publication
   Type: Excerpt or clip creation
   Label: Video clips created from the video footage A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
   Name: Revisiting construction of large models to compare fractions, Clip 1 of 5: Which is larger, two thirds or three fourths, and by how muc
   Reference: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.0000674
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