Think about the student work and reflect on the following questions:

• While drawing a diagram of the views is the obvious representation used by both students, what other forms of representation are present in these problems?
• How does the teacher help the students analyze their drawings to better understand the relationship between the actual structure and their representation?
• How does the teacher help the students clear up their misconceptions by using representations to clarify their thinking?
• As we select tasks, it is important to consider the underlying mathematics we are trying to develop through the use of representations. What mathematical concepts develop from the use of representation in these tasks? How do the representations help students better understand these concepts?

  See the Building Viewpoints activity in a real classroom