Missing Dimensions

*Classroom Clips...*

Lucinda helped her teacher set up two tables for food at the school fair. The tables are touching each other as shown in the picture. What is the length and width of Table A? What is the perimeter of both tables?	Missing Dimensions: Working It Out Please enter your name and class information before beginning this section. Consider the questions below as you view the video. You may replay the video as many times as you like to analyze what is happening in the classroom. When you are satisfied with your insight into this learning experience, answer the questions and submit your responses. In some cases, you will be asked to make notes to use in Blackboard postings. First Name: Last Name: Course Name: Email: Date: This is another example of group problem solving. Consider whether you think that the interaction of the students is positive or productive. You might compare this interaction with the group dynamics in The Bicycle Problem. 1. Is this activity an example of cooperative learning? Does it meet all the criteria for cooperative learning? Yes No 2. Is this an example of think-pair-share? Yes No 3. Is this an example of drill and practice? Yes No 4. Under which content standards does this activity fall? (You may select more than one if needed.) Numbers and operations Algebra Geometry Measurement Data Analysis and Probability Other: 5. Does each student understand what to do? Yes No 6. Is the girl in the group doing all the work? Yes No 7. Comment on how the students are sharing their ideas. How will it effect the group's solution to the problem? 8. Is each student engaged? How can you tell? Yes No 9. Were the children dependent on the teacher to determine whether or not they had the correct solution? Comment? Yes No Comment: 10. Did they look to the teacher for the answer? Yes No 11. Which of the process standards were at work in this activity? Problem Solving Reasoning Connections Communicate Representations Note the behavior that you think exemplifies these standards. 12. Which representations were used in this exercise? Were others necessary? Manipulatives Drawings Symbols Oral Language Real World Situations Please note the behavior that you think exemplifies these standards. 13. According to the Professional Standards for Teaching Mathematics, where does this exercise fall in the continuum from direct instruct to a constructivist-based approach? For each of the following characteristics, indicate which phrase is most appropriate. For the learning environment: How to know if you are correct: The kind of thinking required: How to get the answer: The teacher's role: 14. How did the teacher modify the task to accommodate the this particular group? Why did they need any modification?