Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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CommunicationSession 02 Overviewtab atab btab cTab dtab eReference
Part D

Applying Communication
  Location Graphs | Problem Reflection | Classroom Practice | Assessing Student Understanding | Communication in Action | Classroom Checklist | Your Journal


Reflect on each of the following questions about the Location Graphs problem, and then select "Show Answer" to reveal our commentary.

Question: What elements of the lesson establish an effective setting for communication?

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Our Answer:
Mr. Stevenson poses the problem and gives students the opportunity to ask questions in order to be certain that the task is clear. The students then have time to work in groups to tackle the problem. As they work, Mr. Stevenson circulates, assessing the progress of each group, and asking questions to help students who still aren't clear on how to approach the problem. In the last part of the class, he brings the lesson "together" by asking questions that allow students to talk about strategies and analyze their work.

Question: Why is it important for students to have the opportunity to investigate ways to collect and organize their data in groups before they begin to draw their graphs?

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Our Answer:
With their group members, students can justify the data they are generating. Organizing their data helps students make the transition to putting their data into graphical representations. Working in groups also gives students a chance to contribute to the final graph and share their ideas.

Question: What mathematical concepts are communicated through this lesson and the student work?

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Our Answer:
The students learn a variety of graphing skills, including scale, estimation, labeling axes, and accurately representing the data generated.

Question: What types of student self-assessment are present in this lesson?

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Our Answer:
Students assess their own understanding of how to graph and interpret data as they construct their graphs. They also evaluate other students' interpretations of the graphs.

By using effective questioning, Mr. Stevenson helps students make inferences and draw conclusions about the graphs. He also uses this method in the follow-up discussion to assess students' understanding of the process of constructing graphs and interpreting data through reading graphs.

Next  Use the Classroom Checklist

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