Clip 22/29: Standard 1: Making Sense and Perseverance Using Rate of Change Part 2B
Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Antoinette Villarin asks her student pairs to share their discussions with the whole group. She models academic language — constraints, rate of change, initial value, starting situation — that she expects her students to use.
Once a student pair has shared, Antoinette asks the larger group to add on additional details that helped them identify a matched pair of graphs that show the flow of liquid between a given pair of containers.
Antoinette refers back to her anchor chart of the lesson vocabulary and sentence frames that she expects the students to use, and she names and reinforces students’ use of academic language.