In their post-lesson debrief, Antoinette Villarin and mathematics coach Cecilio Dimas discuss the lesson, students’ learning, and future directions. In this clip, Cecilio asks Antoinette to share her initial thoughts on how the lesson went.

She responds that she heard many students using the academic language highlighted at the beginning of the lesson, and she observed student pairs working effectively and providing mathematical justification for their reasoning.

She noted that some students struggled with recording their justifications in written form. Antoinette and Cecilio describe different ways in which the students engaged in productive struggle, and how the students looked for and made use of mathematical structures.

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: Post-Lesson Debrief Part B

Previous: Lesson Part 3C

- 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

To have Cecilio there in my classroom in my district has been really nice, because we have coaching, but they work a lot more with a lot of the beginning year teachers. I miss it a lot. Lately, we haven't had a coach come in; it's very sporadic because she's spread out through many schools. She'll come in whenever she can, but she has higher priority teachers that need her support.