Clip 24/29: Standard 1: Making Sense and Perseverance Using Quadrilaterals Part A
They monitor and evaluate their progress and change course if necessary. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Mathematically proficient students …continually ask themselves, “Does this make sense?”
Continuing into the group section of the task, Humphreys’ students work in teams of four engage in extended discussion about the properties of kites made by a factory. Their discussion of the properties of quadrilateral shapes proves less complex for some shapes (square, rectangle, rhombus) than for others (non-isosceles trapezoid.) Humphreys circulates around the classroom as the students work, and in her commentary she notes students’ use of imprecise or inaccurate language to defend their thinking. This clip is also indicative of standard 3 (construct viable arguments and critique the reasoning of others), standard 6 (attend to precision), and standard 7 (look for and make use of structure).
See this video in the context of an entire lesson.
(Parts A - E)