Is it a Half? Video Transcript Clip 1 Brief description of focus of video: This is a 2.5-minute clip. We see two girls working together on a sorting activity where they are to determine whether or not certain shaded rectangles represent ½ or not. A classroom researcher is working with them, asking questions. The clip starts near the beginning of their work together (after place 6 cards) and they have some misconceptions about what ½ means. CLIP 1: Is it a half? [The two students and researcher are looking at a paper split in half with one side saying and one side saying a are smaller papers with different numbers “Half” “Not half.” There of boxes shaded in on each side of the line.] 00:05 G1: Nope. Nope. Not even. No. 00:05 R: Do you guys want you explain why when you not a half? to…can say it’s G1: If a half, it would be like equal parts of the one you just saw. it’s G2: [pointing to one of the cards on the side labeled “Half”] 1, 2, … G1: It has to be the same size as this one [pointing to sheet of paper under side] “Half” R: It has to be the same size as that one on each side? G1 and G2: Yeah. 00:25 R: So, this a little more obvious, right? Can you explain why not a half maybe one’s that’s you want to do? G1: not a half because it has to go all the way or else just covering the whole That’s it’s thing. G2: Well, could it be like, could it cover this side be a half too? too…to G1: Yeah.
Is it a Half? Video Transcript Clip 1 Brief description of focus of video: This is a 2.5-minute clip. We see two girls working together on a sorting activity where they are to determine whether or not certain shaded rectangles represent ½ or not. A classroom researcher is working with them, asking questions. The clip starts near the beginning of their work together (after place 6 cards) and they have some misconceptions about what ½ means. CLIP 1: Is it a half? [The two students and researcher are looking at a paper split in half with one side saying “Half” and one side saying “Not a half.” There are smaller papers with different numbers of boxes shaded in on each side of the line.] 00:05 G1: Nope. Nope. Not even. No. 00:05 R: Do you guys want to…can you explain why when you say it’s not a half? G1: If it’s a half, it would be like equal parts of the one you just saw. G2: [pointing to one of the cards on the side labeled “Half”] 1, 2, … G1: It has to be the same size as this one [pointing to sheet of paper under “Half” side] R: It has to be the same size as that one on each side? G1 and G2: Yeah. 00:25 R: So, this one’s a little more obvious, right? Can you explain why that’s not a half maybe you want to do? G1: That’s not a half because it has to go all the way or else it’s just covering the whole thing. G2: Well, could it be like, could it cover this side too…to be a half too? G1: Yeah.