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.

# Cubes in a Line

## Discussing Two Cubes

The teacher, Maryann, launches the Cubes in a Line lesson by showing her students two cubes and asking the question, “If I put two cubes together, how many faces are there?” We drop in as several students share their responses and the class discussion ensues.

## 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.

## 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.