We've just seen how one student communicated about the solution to a problem. Here is another example that includes group work on a related problem.

Start with a scalene triangle, that is, a triangle with three sides of different lengths. Make one cut, and rearrange the pieces to make a parallelogram. How do you know the figure is a parallelogram?

Think about how a teacher would set up this problem. What might student solutions sound like?

  Observe this problem in a real classroom