Teaching Math: Grades 9-12: Representation


	Observing Representation


	Review Matrix Multiplication \| Taxicabs \| Student Work \| Student Work Reflection #1 \| Matrix Approach \| Interpreting Matrices \| Student Work Reflection #2 \| Classroom Practice \| Observe a Classroom \| Your Journal

Now let's watch a video excerpt (duration 9:02) of Dot Doyle's 11th- and 12th-grade class working on this problem.

As you watch the video, keep these questions in mind:

What evidence is there that the students understood the use of a tree diagram for this problem?
When did the teacher decide to introduce the idea of switching from a tree diagram to matrices? Why?
What specifically did the students understand about the matrix representation, and how did the teacher elicit such information?
How does the class organization and structure support an exploration of representation? Give examples to support your answer.
How could the teacher extend the problem?




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