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A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage
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A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage [video]. Retrieved from https://doi.org/doi:10.7282/T3D50PRP

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TitleA93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, 1993-10-07, c1993-10-07
Persistent URLhttps://doi.org/doi:10.7282/T3D50PRP
DescriptionResearcher Maher began the session by discussing the ideas that the students had worked on during the previous session. Then, the students worked in groups and revisited the task: Which is larger, one half or three fourths, and by how much? This task had been introduced during the previous session, and the students were again encouraged to build multiple models to show their solutions. Several students joined forced to build large models to represent their solution. Two groups successfully built models that showed the difference between the two fractions as four forty-eighths, using a forty-eight cm long model. These students then worked on finding appropriate number names for each rod in their model.
Math ToolCuisenaire rods
Math StrandFractions, Fractions
Math ProblemFraction as number, Comparing fractions, Equivalent 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, Indirect reasoning, Reasoning by contradiction, 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), 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), Brian C. (Colts Neck, student)
MediatorsMaher, Carolyn Alexander (Researcher), Phillips, Joan (Teacher)
CorporateConover Road (Colts Neck, N.J.)
SettingClassroom
Student GenderMixed
Student EthnicityWhite
Camera ViewsSide 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 Captured1993-10-07
Local IdentifierA93-19931007-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Related Publication
   Type: Excerpt or clip creation
   Label: Video clips created from video footage A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage
   Name: Building large models to show equivalence, an exploration, Clip 4 of 4: Testing the doubling conjecture
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage
   Date: 2005
   Author: Reynolds, Suzanne Loveridge (Rutgers, the State University of New Jersey)

   Name: A study of fourth-grade students' explorations into comparing fractions
   Reference: QA.R465 2005
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage
   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#sthash.GokJ943B.dpuf
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