The teacher, Maryann, launches the Cubes in a Line lesson by showing her students two cubes and asking the question, “If I put two cubes together, how many faces are there?” We drop in as several students share their responses and the class discussion ensues.
Facilitate Meaningful Mathematical Discourse
As the class discusses the rule t + 2 as a solution to the Triangles task, the teacher, Cindy, asks them to consider where the +2 comes from in the visual representation. After some discussion, Lindsey poses the question, ‘Why isn’t it plus 4?’
This video focuses on the Polygons task and the interactions between Cindy (the teacher) and Stuart (a student) and his work. Cindy poses questions to Stuart to help understand his approach.
After Gabe (the teacher) introduces Ricardo’s Flag, a smiliarity task, to his class of English learners, students work in groups iwth Gabe’s guidance and questioning. This is followed by whole group sharing and discussion.
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.
Three students share their methods for soliving the Similar Triangles on the Same line task, one using translation and dilation, one using similar rectangles, and the other presenting parallel lines. tranversal and equal angles.
Building on her students experience with the Similar Triangles on the Same Line task, Marcelle (the teacher), engages students in exploring the mathematical concept of slope through the use of slope triangles.
In viewing this discussion of Regina’s Logo, we focus on how the teacher and student assistant manage the discussion as Kiril shares how he found the closed form equation using a table, and Reymond shares his geometric approch.
Debra (the teacher) asks students to consider how many 1 x 1 tiles would be needed to create a border for a 5 x 5 pool. The class then discusses the different approaches students took to counting the tiles, both correct and incorrect.
As students discuss their approaches, Chase asks Cody where the 4 comes from in his idea. Cody responds, “Which 4? There are a whole bunch of 4s.” As the discussion continues, Kyle, Nicholas, and Jasmine add their ideas.