Clip 21/29: Standard 1: Making Sense and Perseverance Using Rate of Change Part 1B
Mathematically proficient students …analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.
Antoinette Villarin asks her students to engage in a “turn and talk” with a fellow student, with the purpose of describing how they would know how many centimeters of liquid will be in the bottom container, given the number of centimeters in the top container.
In the “turn and talk,” Antoinette’s students use the vocabulary and sentence frames she provided to make sense of the problem. Antoinette gathers the students back together and asks the pairs to share their findings with the whole group.
Antoinette describes the constraints for the problem. She then asks students to look at a graphical representation of the problem and respond to the prompt "I think this graph represents ..." on their whiteboards.
Her students then share their statements with their partners. After the students share with each other, Antoinette asks pairs to report out on their conversations.
This clip also relates to standard 3 (construct viable arguments & critique the reasoning of others).