Video in the Middle

Playlists

The following collections of VIM Modules represent promising pathways for experiencing the Modules by topic or learning progression. Feel free to create your own collections or access Equity-focused collections.

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Playlists

Playlist A: Filtered by Task Cluster

The Pool Border task is part of our district’s syllabus for 8th grade math, and I’ve used it with my students many times. Since I was working with some new teachers this year, I was interested in having some examples of its use in other classes to share with them. Using the Task Cluster filter, I chose these 4 modules, starting with Discussing 5 x 5 since it focuses on how that task is launched with students. I followed with the next two because they show two groups of students sharing their work and making connections across representations. Finally, the Lulu’s Group module provided yet another way that students look at the mathematics and use symbols to represent their thinking.

  • Discussing 5 by 5: Framing a pattern task
  • Siri & Tiffany: Using and connecting mathematical representations
  • Pascal, Adam & Tammy: Connecting mathematical structure across representations
  • Lulu’s Group: Translating mathematical strategies into symbols
Pool Border

Discussing 5 by 5

Framing a Pattern Task

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.
Pool Border

Lulu’s Group

Translating Mathematical Strategies into Symbols

Lulu shares her group's equation, n = (s + 2)^2 – s^2, explaining that it describes finding the area of the larger square (side length s + 2), then subtracting the area of the pool (side length s). Debra (the teacher) asks another student to paraphrase Lulu's group's approach.
Pool Border

Pascal, Adam, & Tammy

Connecting Mathematical Structure Across Representations

Pascal, Tammy, and Adam to go to the board and show their equation, n = (s + 2)4 – 4, explaining that each of the pool's 4 sides is s + 2, giving you (s + 2)4. They add that since they counted each of the 4 corners twice, they needed to subtract them out (– 4).
Pool Border

Siri & Tiffany

Using and Connecting Mathematical Representations

Siri & Tiffany's group share how they approached the Pool Border task, decomposing the border into four "side plus corner" pieces, the equation for which they write as n = s4 + 4

Playlist B: Filtered by Mathematics Topic

Because I’m interested in spending more time considering the connections between algebra and geometry, I decided to use the Similarity/Linearity filter to find a couple of modules to explore.

  • Matilda, Milo & Mati: Connecting Triangle Similarity, Transformations, and the Slope of a Line
  • Comparing Logos: Examining linear vs Quadratic Growth
Logos

Comparing Logos

Examining Linear vs. Quadratic Growth

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.
Similar Triangles

Matilda, Milo & Mati

Connecting Triangle Similarity, Transformations, and the Slope of a Line

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.

Playlist C: Filtered by Effective Mathematics Teaching Practice

My colleague and I decided to use the “Facilitate meaningful mathematical discourse” filter as our first foray into the Effective Mathematics Teaching Practices, and, of the 10 modules that the filter presented, we were pleased with the three we selected. We liked that they represent different grade levels and delve into a variety of topics related to discourse. We look forward to exploring this filter more and, perhaps, combining it with a filter from Mathematics Topics to see what other combinations of modules we might explore.

  • Chase’s Question: Discussing mathematical thinking
  • Revisiting Lindsey’s question: Working with unexpected student ideas
  • Revisiting Kiril & Reymond: Discussing mathematical ideas
Cubes in a Line

Chase’s Question

Discussing Mathematical Thinking

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.
Logos

Revisiting Kiril & Reymond

Discussing Mathematical Ideas

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.
Polygons

Revisiting Lindsey’s Question

Working with Unexpected Student Ideas

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?'