Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
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Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds [video]. Retrieved from
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TitleDiscovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-10-04
DescriptionIn the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green rod as one and the other using an orange and a brown train, two blue rods, three dark green rods, and eighteen white rods. She showed that two thirds was larger by one half by three eighteenths when using the larger model, and that two thirds was larger than one half by one sixth when using the smaller model. The researcher then questioned Danielle about the two solutions.
Meanwhile, Gregory tried to find another model. With some prompting, he built a model using the orange and red train as one. Danielle concluded from his model that two thirds was still larger than one half by two twelfths. Gregory, as well, concluded that the difference was two twelfths by counting the white rods in his model. Alice then asked Danielle if there was any way that she could show the difference between two thirds and one half in her larger model without using white rods. Danielle used the light green rod to show the difference, and, lining light green rods up against the model, concluded that the number name for the light green rod would be one sixth. Upon questioning by the researcher, she showed that the difference between two thirds and one half in Gregory’s model could be represented using the red rods, and reasoned that the red rod was called one sixth in that model.
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 Captured1993-10-04
Local IdentifierA86A87A88-FRC-CMPRF-CLIP004
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Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
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Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Source
Title: A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
Identifier: A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage.
Identifier: A87-19931004-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
Identifier: A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
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