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| Strategies | |
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| Time: 2:56, Grade: 1 Three strategies for solving a missing-addend problem | |
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| Dillon | |
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| Time: 10:00, Grade: 2 Story problems of seven types | |
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| Gretchen | |
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| Time: 5:42, Grade: 2 One child with three approaches for 70 - 23 | |
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| Andrew | |
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| Time: 1:11, Grade: 2 Invented strategy for 47 - 39 | |
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| Zenaida | |
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| Time: 1:23, Grade: 3 12 tens in 120; 3 tens, 32 ones in 32; 316 ones in 316 | |
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| Javier | |
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| Time: 1:54, Grade: 5 6 x 12; 12 x 12, using number sense | |
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| Talecia | |
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| Time 7:21, Grade: 3 Child confused about 10 hundred versus 110 in interview by 2 PSTs | |
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| Decimal Assessments | |
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| Time: 5:19, Grade: 3, 5 Adding decimal numbers without understanding | |
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| Megan & Donna | |
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| Time: 2:31, Grade: 5 Appending zeros to compare decimals; representing decimal numbers with blocks | |
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| Brooke | |
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| Time: 1:26, Grade: 5 Using pictures to solve 4 - .7 | |
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| Ally | |
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| Time: 7:08, Grade: 5 Fraction assessment | |
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| Jacky | |
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| Time: 3:25, Grade 5 1/7 > 2/7, less "out of" the whole; clip from Children's Mathematical Thinking Experience | |
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| June/Rachel | |
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| Time: 6:21, Grade: 5 Conceptual/procedural | |
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| Felisha Grade 4 | |
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| Time 2:29, Grade: 4 Role of the unit | |
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| Felisha Grade 2 | |
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| Time: 1:39, Grade: 2 Making sense of fractions | |
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| Elliot | |
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| Time: 1:29, Grade: 6 Role of the unit in 1 1/2 divide; 1/3 | |
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| Grade 1 Class | |
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| Time: 7:24, Grade: 1 Sharing of story-problem solutions, whole class | |
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| Grade 2 Class | |
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| Time: 14:43, Grade: 2 Small group solving problems with 10s | |
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| Grade 3-4 Class | |
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| Time: 4:52, Grade: 3-4 192,000: 19,200 tens/1,920 hundreds | |
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| Stephanie Intro | |
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| Time: 1:27, Grade: 1 Interview introduction | |
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| Nicole Intro | |
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| Time: 3:41, Grade: 2 Interview Introduction | |
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| Nicole 2 | |
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| Time 1:17, Grade: 2 Using blocks to model a problem | |
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| Nicole 3 | |
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| Time: 1:00, Grade: 2 Sharing context for 15 divide; 3 and 18 divide; 3 | |
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| Richard | |
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| Time: 8:13, Grade 2 Interviewing issues, wait time, tools | |
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| Melissa | |
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| Time: 0:54, Grade: 5 Correct answer, no sense | |