RUcore: Rutgers University Community Repository
Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
Descriptive
TypeOfResource
MovingImage
Genre
(authority = RURes_Genre)
Research data
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Observational data
Genre
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Edited data
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Repurposed data
Genre
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Longitudinal data
Genre
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School
Genre
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Qualitative research
Genre
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Educational interventions (large group)
Subject
Name
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NamePart
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Conover Road (Colts Neck, N.J.)
Subject
Name
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NamePart
(type = personal)
Gregory (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Danielle (student)
Subject
(authority = RURes_subjectOfStudy)
Topic
Sample of human subjects
Subject
(authority = LCSH)
Topic
Mathematics education
Subject
(authority = LCSH)
Topic
Learning, Psychology of--Case studies
Subject
(authority = LCSH)
Topic
Critical thinking in children--New Jersey--Case studies
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(authority = Grade range)
Topic
3-5
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Topic
Number and operations
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Topic
Problem solving
Subject
(authority = NCTM Process)
Topic
Reasoning and proof
Subject
(authority = NCTM Process)
Topic
Communication
Subject
(authority = NCTM Process)
Topic
Connections
Subject
(authority = NCTM Process)
Topic
Representation
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(authority = rbdil_gradeLevel)
Topic
4
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(authority = rbdil_mathStrand)
Topic
Fractions
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Topic
Classroom
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Public school
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Mixed
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White
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Classroom view
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Presentation view
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Topic
Side view
Subject
(authority = LCSH)
Topic
Manipulatives (Education)--Case studies
Subject
(authority = rbdil_mathProblem)
Topic
Fraction as number
Subject
(authority = rbdil_mathProblem)
Topic
Comparing fractions
Subject
(authority = rbdil_mathProblem)
Topic
Equivalent fractions
Subject
(authority = rbdil_mathTools)
Topic
Cuisenaire rods
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject
(authority = rbdil_representations)
Topic
Physical models
Subject
(authority = rbdil_topic)
Topic
Operations with fractions
Subject
(authority = rbdil_district)
Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
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PhysicalDescription
Extent
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1
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video/x-flv
TargetAudience
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Social science
TargetAudience
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Mathematics education
Note
(type = supplementary materials)
Transcript and student work are also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993). Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds [video]. Retrieved from
Name
(type = personal)
NamePart
(type = family)
Alston
NamePart
(type = given)
Alice S.
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(authority = marcrelator);
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Researcher
OriginInfo
Place
PlaceTerm
(type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
1993-10-04
RelatedItem
(type = is referenced by)
TitleInfo
Title
The development of mathematical reasoning in elementary school students' exploration of fraction ideas / by Dina Yankelewitz
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
RelatedItem
(type = is referenced by)
TitleInfo
Title
Tracing the growth in understanding of fraction ideas : a fourth grade study / by Elena Perrone Steencken
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
RelatedItem
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TitleInfo
Title
A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
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A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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TitleInfo
Title
A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage.
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A87-19931004-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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TitleInfo
Title
A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
Identifier
(type = rbdil)
A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
AssociatedEntity
Role
Author
Name
Yankelewitz, Dina
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
References
Name
The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Reference
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Detail
Dissertation available in digital format in the Rutgers University Libraries' dissertation collection.
DateTime
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(qualifier = exact)
2009
Extension
DescriptiveEvent
AssociatedEntity
Role
Author
Name
Steencken, Elena Perrone
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
References
Name
Tracing the growth in understanding of fraction ideas
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Reference
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Detail
Dissertation available in digital format in the Rutgers University Libraries' dissertation collection.
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(encoding = w3cdtf);
(qualifier = exact)
2001
Identifier
(type = rbdil)
A86A87A88-FRC-CMPRF-CLIP004
Abstract
(type = summary)
In 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.
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.
TitleInfo
Title
Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067450
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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/T38G8J93
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Rights
RightsDeclaration
(AUTHORITY = rbdil1_v1);
(ID = rbdil1_v1)
The 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.
RightsEvent
Type
Permission or license
Label
Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
11/3/2009
Detail
Non-exclusive license to digitize and make openly available the videos and other collection resources of the Institute is on file in the office of the RUcore Collections Manager.
AssociatedEntity
Role
Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Publication
Status
Unpublished
RightsHolder
(type = corporate)
Name
Robert B. Davis Institute for Learning
Role
Copyright holder
Telephone
732-932-8848
Address
Rutgers Graduate School of Education
10 Seminary Place
New Brunswick, NJ 08901-1183
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
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Source
SourceTechnical
SourceType
Videotape
Format
S-VHS
Gauge
1/2-inch
Duration
00:14:25
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Video
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Statistical Profile