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The number line and equivalent fractions, Clip 1 of 1: Multiple representations for equivalent fractions

Descriptive

TypeOfResource
MovingImage
Genre (authority = RURes_Genre)
Research data
Genre (authority = RURes_dataGenre)
Observational data
Genre (authority = RURes_dataLifecycle)
Edited data
Genre (authority = RURes_dataLifecycle)
Repurposed data
Genre (authority = RURes_researchDataType)
Longitudinal data
Genre (authority = RURes_dataCollectionSetting)
School
Genre (authority = RURes_researchMethodology)
Qualitative research
Genre (authority = RURes_qualitativeMethod)
Educational interventions (large group)
Subject
Name (authority = RBDIL_corporate)
NamePart (type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Graham (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Erik (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
David (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
James (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Kelly (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Jessica (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Jacquelyn (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
Subject (authority = Grade range)
Topic
3-5
Subject (authority = NCTM Content)
Topic
Number and operations
Subject (authority = NCTM Process)
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
Subject (authority = rbdil_gradeLevel)
Topic
4
Subject (authority = rbdil_mathStrand)
Topic
Fractions
Subject (authority = rbdil_setting)
Topic
Classroom
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Topic
Public school
Subject (authority = rbdil_studentGender)
Topic
Mixed
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White
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Topic
Classroom view
Subject (authority = rbdil_cameraView)
Topic
Presentation view
Subject (authority = rbdil_cameraView)
Topic
Side view
Subject (authority = rbdil_mathProblem)
Topic
Placing fractions on a number line
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Indirect reasoning
Subject (authority = rbdil_representations)
Topic
Drawings
Subject (authority = rbdil_representations)
Topic
Number lines
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)
Classification (authority = RUresearch); (edition = Data)
PhysicalDescription
Extent (unit = digital file(s))
1
InternetMediaType
video/x-flv
TargetAudience (authority = RURes_discipline)
Social science
TargetAudience (authority = RURes_domain)
Mathematics education
Note (type = supplementary materials)
Transcript is also available.
Note (type = APA citation)
Robert B. Davis Institute for Learning. (1993). The number line and equivalent fractions, Clip 1 of 1: Multiple representations for equivalent fractions [video]. Retrieved from
Name (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn Alexander
Role
RoleTerm (authority = marcrelator); (type = text)
Researcher
Affiliation
Rutgers, the State University of New Jersey
Name (type = personal)
NamePart (type = family)
Phillips
NamePart (type = given)
Joan
Role
RoleTerm (authority = marcrelator); (type = text)
Teacher
OriginInfo
Place
PlaceTerm (type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
1993-11-12
RelatedItem (type = is referenced by)
TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
RelatedItem (type = host)
TitleInfo
Title
B13, The number line and equivalent fractions (classroom view), Grade 4, November 12, 1993, raw footage.
Identifier (type = rbdil)
B13-19931112-CNCR-CV-CLASS-GR4-FRC-NMBRL-RAW
RelatedItem (type = host)
TitleInfo
Title
B14, The number line and equivalent fractions (presentation view), Grade 4, November 12, 1993, raw footage.
Identifier (type = rbdil)
B14-19931112-CNCR-PV-CLASS-GR4-FRC-NMBRL-RAW
RelatedItem (type = host)
TitleInfo
Title
B15, The number line and equivalent fractions (side view), Grade 4, November 12, 1993, raw footage.
Identifier (type = rbdil)
B15-19931112-CNCR-SV-CLASS-GR4-FRC-NMBRL-RAW
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes The number line and equivalent fractions, Clip 1 of 1: Multiple representations for equivalent fractions
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime (encoding = w3cdtf); (qualifier = exact)
2010
AssociatedEntity
Role
Author
Name
Schmeelk, Suzanna E.
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
References
Name
Tracing students' growing understanding of rational numbers
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Reference (type = digital)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
Identifier (type = rbdil)
B13B14B15-FRC-CMPRF-CLIP001
TitleInfo
Title
The number line and equivalent fractions, Clip 1 of 1: Multiple representations for equivalent fractions
Abstract (type = summary)
In this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two fourths plus two fourths would be a whole. Erik stated that what Graham had said was true; however, he thought that two fourths and two fourths would equal four fourths which would be the same as a whole. The researcher wrote Graham’s statements on the chalk board. The researcher commented that the students were adding fractions. She then asked David to share his argument. David replied that he was thinking four fourths equals one half which equals two halves. Erik countered the statement by saying four fourths equal to one whole. David said that that was what he meant. Researcher Amy Martino suggested that David put his picture on the board; and, David drew a rod model where he showed the top level to equal a whole, the second level to represent fourths and the third level halves. The researcher extended the model to a number line and asked David to label the tic marks at the lower portion of his drawing. He did so appropriately. The researcher asked the class if that helped them; they replied affirmatively. James said that he had another way to prove one half was equal to two fourths. He drew two circles on the board: the left circle he divided into fourths and the right circle he broke into halves. He shaded two fourths accordingly on the left circle and shaded one half accordingly on the right circle. He said they were equal. When asked by the researcher, the class replied that they agreed with what James had drawn.
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067475
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Title
Robert B. Davis Institute for Learning Mathematics Education Collection
Identifier (type = local)
rucore00000001201
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NjNbRU
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers University. Libraries)
NjR
Identifier (type = doi)
doi:10.7282/T3TM78PP
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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
ContactInformationDate
2009-11-03
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Source

SourceTechnical
SourceType
Videotape
Format
S-VHS
Gauge
1/2-inch
Duration
00:09:46
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