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.

# Comparing Approaches/Rules/Strategies

## Triangles Introduction

Before students begin work on the Triangles task, they have a whole group discussion about what does the task asking them to complete/do. Students share ideas on approaches and what might be confusing as they proceed.

## More on Breanna & Cody

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.

## Breanna & Cody

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.

## Lindsey’s Question

After students have worked on the Triangles task in small groups, the teacher, Cindy, asks the class to discuss the rule t + 2 and where the +2 comes from the visual and symbolic representations. Near the end of the discussion, Lindsey poses the question, ‘Why isn’t it plus 4?’

## Chase’s Question

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.

## Meline & Hunter

Maryann introduced the Cubes in a Line task by showing her students two cubes and asking the question, “If I put two cubes together, how many faces are there showing?” We drop in as several students explain how they arrived at their totals.