Antoinette Villarin reminds her student pairs that — once they are confident about a match between graphs — they should record their matches and explain their justification, ensuring that both partners in each student pair understand and can explain their reasoning.

Student pairs discuss and record their thinking on their record sheets. Antoinette circulates among the pairs and engages them in explaining their thinking — for example, reminding them to identify the starting situation to help guide them.

8th Grade Math - Representing Constant Rate of Change*Antoinette Villarin, Westborough Middle School, South San Francisco Unified School District, South San Francisco, California*

Next Up: Lesson Part 3A

Previous: Lesson Part 2C

- Lesson: Comparing Lines and Linear Equations by the Mathematics Assessment Project Web Link
- Handout: Recording Sheet and Gallery Walk Guide Word Document
- Student Work: The Race PDF
- Student Work: Graphs PDF
- Student Work: Matching Poster PDF
- Student Work: Recording Sheet and Gallery Walk Guide PDF
- Student Work: Exit Ticket PDF

Transcript coming soon

When you're teaching, you are really doing those 8 mathematical practices as well. When you tell students, we're focusing on this [practice], like attending to precision, you're also doing it for yourself, too, as an educator. The practices apply to both students and teachers because as the teacher, you are also a learner. Like, we're going to make sense of this together, because I'm also making sense of it as your teacher.