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.

# Polygons

## Exploring Polygons Introduction

Cindy (the teacher) introduces the Polygons task where students will work with squares, pentagons and hexagons to find each shape’s perimeter.

## Revisiting Lindsey’s Question

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?’

## Stuart’s Method

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.

## Revisiting Stuart

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.

## 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?’

## Amanda & Jackie

After students have worked on the Triangles task, Jackie and Amanda each share their solution methods. Cindy asks the class if the two methods can be connected to each other.