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.