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.

# Logos

## Revisiting Kiril & Reymond

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.

## More on Reymond’s Method

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.

## Kiril & Reymond

In this class discussion of Regina’s Logo, Kiril shares how he found the closed form equation using a table, and Reymond shares how he obtained the equation from visually exploring the geometric model.

## Reymond’s Method

After a class discussion in which a few students have shared their equations for Regina’s Logo, the teacher, Gisele, invites Reymond to the board to explain how he obtained his algebraic equation visually from the geometric model.

## Amelia’s Approach

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.

## Comparing Logos

After discussing several equations for Regina Logo (linear function) and Schemel’s Logo (quadratic function), students consider how the two tasks are similar and different. As the lesson closes, the teacher asks them to do a journal write on how the graphs of the two functions compare.