{"id":7817,"date":"2021-04-09T23:39:38","date_gmt":"2021-04-09T23:39:38","guid":{"rendered":"https:\/\/lessonresearch.net\/?page_id=7817"},"modified":"2022-01-04T08:22:49","modified_gmt":"2022-01-04T08:22:49","slug":"study","status":"publish","type":"page","link":"https:\/\/lessonresearch.net\/teacher-learning\/lsphase\/study\/","title":{"rendered":"Teacher Learning ‘Study’ Phase Video Clips"},"content":{"rendered":"

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< Back<\/span><\/strong><\/a><\/h2>\n

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Teacher Learning Video Clips<\/h2>\n

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Description of video<\/span><\/td>\nLink to Video<\/span><\/td>\n<\/tr>\n
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Study curriculum materials<\/span><\/strong><\/p>\n

In this video clip, team members independently work on a challenging mathematics task and then share their solution strategies. This \u201cmystery strip\u201d task asks teachers to express the length of a mystery strip in meters; they are given only an unruled meter length to do this.\u00a0 It is a more challenging version of a classroom task designed to reveal unit fractions (fractions with the numerator one) as units to build other numbers: for example, to see that three 1\/3\u2019s make 1 and two 1\/5’s make 2\/5. The team includes two grade 3 teachers, a librarian, and a special education teacher, as well as an outside observer.\u00a0 We encourage you to try this challenging task<\/a> before watching the video!<\/span><\/p>\n<\/td>\n

Watch video clip<\/span><\/a><\/td>\n<\/tr>\n
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Study research and standards<\/span><\/strong><\/p>\n

In this video clip, the planning team work out what the term ‘unit fraction’ means, how their students understand units and why measurement units might provide a good context for learning fractions compared to prior approaches they have used.\u00a0\u00a0<\/span><\/p>\n<\/td>\n

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Watch video clip<\/span><\/a><\/p>\n

 <\/p>\n<\/td>\n<\/tr>\n

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Study research and standards<\/span><\/strong><\/p>\n

After reading Van De Walle\u2019s chapter on measurement and looking at a grade 1 task from Primary Math International (teachers have the reading\/task in front of them), they talk about how linear measurement might help their students understand fractions.\u00a0 They discuss challenges in understanding measurement, including understanding that larger units require fewer iterations to measure a length and counting units rather than tick marks.<\/span> <\/span>Review NAEP task\/Grade 1 task <\/a>before watching the clips.<\/span><\/p>\n

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Watch video clip part 1<\/span><\/a><\/p>\n

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Watch video clip part 2<\/span><\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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> Plan Video Clips\u00a0<\/span><\/strong><\/a><\/h2>\n

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< Back\u00a0 Teacher Learning Video Clips Description of video Link to Video Study curriculum materials In this video clip, team members independently work on a challenging mathematics task and then share their solution strategies. This \u201cmystery strip\u201d task asks teachers to express the length of a mystery strip in meters; they are given only an […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":7694,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"

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