Clip 10/13: Calculating Volume of Rectangular Prisms Lesson Part 2C
Overview
Mallory continues circulating around the table groups as her 5th-grade students continue annotating and explaining their reasoning in act two. She says, “What I’m trying to get you guys to do is that when we see the front layer of a box, it’s hard to see what’s behind it, because it’s being blocked. But drawing a picture, how can I use 18 to show somebody what 162 sugar cubes looks like? How can I use this layer to make a connection between this and 162?”
Teacher Commentary
Teacher Commentary
A lot of dialogue happens when my children are actively engaged. You'll hear conversations across the room, even when my back is to them, where they're actively seeking and questioning and having those conversations and they're justifying each other's answer. Having conversations to say, like, “I agree with you because” or “I’d like to add on to that” or “You know, I disagree with you, and here's why.”