Clip 27/41: Standard 3: Construct Arguments & Critiques Using Linear Functions Part 2A
Overview
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They justify their conclusions, communicate them to others, and respond to the arguments of others. Students at all grades can listen or read the arguments of others, [and] decide whether they make sense...
Cecilio Dimas leads a lesson on constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans, helping students use multiple representations of mathematical problems: verbal, tabular, graphical, and algebraic generalization. In this clip, Dimas asks his students to examine a table comparing DVD rental plans, and ask themselves, “Does this make mathematical sense? Why or why not?” His goal is for students to make all three representations for a new and different cost analysis situation and discuss the merit of each representation in that particular situation. This clip is also indicative of standard 1 (make sense of problems and persevere in solving them).