Clip 5/20: Multiplying and Factoring Polynomial Expressions Lesson Part 1C
Overview
Melissa Nix displays two figures on the board and asks her eighth-grade students to identify “what mathematical questions can we ask about these two figures.” Students take individual think time, and then discuss with a peer their responses to the question.
Melissa calls the group back together, and pairs share: “What is the value of z?” “What’s the area of the second figure?” “What are the perimeters of the figures?” She praises students for anticipating “What might the potential questions be about this problem? What might I be asked?”
Melissa then displays several answers, asking “What do you think the question was?” She challenges students to “convince me that that’s what I really asked.” Pairs share with the group, seeking to communicate in ways that will convince her. She asks students to draw on the picture to help make their ideas visible.
Teacher Commentary
Teacher Commentary
What I do in the beginning of class leads toward the final takeaway: What do you want our kids to know today? Which problem set or, which particular task, gets you there. And if it's not this task that will do that, how can we work this task to make it a richer question?
Sometimes, taking out some of the information helps. Then, I'm just going to give you the context and really make sure you understand it. I'm going to just give the picture and not all the information, and this way we can modify it and make it a little bit of a richer question.