In an earlier discussion of Cubes in a Line, Jasmine suggested that you can multiply by 6 to find the total. Here Maryann comes back to Jasmine’s idea and works with her to clarify her idea and connect it with what the class has already concluded.
Elicit and Use Evidence of Student Thinking
Two students share their methods for solving the Growing Dots task, one describing recursive thinking (x + 4) and the other presenting an explicit expression (x4 + 1).
Because Reymond has shared a method of determining an equation for Regina’s Logo that is different from what his classmates have shared, Gisele, the teacher, invites him to the board to explain found his equation visually from the geometric model.
After having worked individually to predict the number of faces for a line of 10 connected cubes, the class discusses their predictions attending to two particular student methods–one using repeated addition and the other using multiplication.
This class discussion highights how two students, James and Danielle, interpret x differently. Another student, Matt, uses money (quarters) to explain the distinction between the two interpretations.
Amelia explains how she came up with her equation for Schemel’s Logo from the visual model. Jason tells how he found the equation from the table, and Amber comments that Jason’s table shows that Schemel’s Logo is not linear.