Teaching Practice: March 23, 2004

The video clips that follow were taken on March 23, 2004. The students in the video are taking IMP 3, the third year of the college-preparatory mathematics Interactive Mathematics Program. There are 28 students in this class, which is made up of freshman through seniors. IMP uses an integrated mathematics curriculum. The IMP 3 students in the video are working towards solving a system of 12 equations in 6 variables.

Since my school is on a block schedule, each of my math classes is 2 hours long. It is important, therefore, that each class period be broken down into different learning modalities for the students. The video from which this clip was taken consists of three different learning activities. In the first section, students are backwards mapping this 8-week unit, reflecting on the journey we have taken in order to have the skills and tools necessary to solve the unit problem. During the second part of the period, students are using logic in order to eliminate some of our constraints and simplify the work that they must do begin the solution.

Opening
Introduction (mm:ss) I explain why the class is being videotaped. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Preparing for the unit problem (mm:ss) I introduce the unit problem by taking the class on a "backwards journey." play Quicktime Player high • low get plugin Windows Media high • low get plugin	View the unit problem, "Meadows or Malls?" (pg. 1)	View the unit problem, "Meadows or Malls?" (pg. 2)
Small Group Work Time
Small Groups at Work (mm:ss) Groups work together. I walk around and check in with groups. play Quicktime Player high • low get plugin Windows Media high • low get plugin
Whole Group Discussion: Each group records a contribution on the board and explains their thoughts to the class.
Groups 1 & 2 (mm:ss) Students present their thinking at the board. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Groups 3 & 4 (mm:ss) Students present their thinking at the board. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Groups 5 & 6 (mm:ss) Students present their thinking at the board. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Groups 7 & 8 (mm:ss) Students present their thinking at the board. play Quicktime Player high • low get plugin Windows Media high • low get plugin
Views of the Board: Click for a larger image.
Whole group discussion: Constraints. The class begins by generating a descriptive, factual list about the constraints. The previous night's homework: look at the original constraints and try to figure out which ones can be crossed out.
Whole Group: Constraints (mm:ss) Generating a descriptive, factual list about the constraints. play Quicktime Player high • low get plugin Windows Media high • low get plugin	List of Constraints, photo 1	List of Constraints, photo 2
Whole group discussion: Eliminating constraints. Students approach the board to explain which constraints can be eliminated and why. Keeping their train of thought proves to be very challenging, and the class is patient and supportive. Students at the board include Ashley, Russell & Simon (who both lose their thoughts at the board and sit down to try to remember), and Gregg. I ask Gregg to repeat his thoughts because she gets confused. Ashley joins him at the board to help explain. I help the class see that Ashley has most frequently been using the equations with the most variables and the equalities.
Whole Group : Eliminating Constraints (1) (mm:ss) Students take on the challenge of explaining which constraints can be eliminated and why. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Whole Group : Eliminating Constraints (2) (mm:ss) Students take on the challenge of explaining which constraints can be eliminated and why. play Quicktime Player high • low get plugin Windows Media high • low get plugin	View of the Board
Whole group discussion: Solving the unit problem "With these constraints eliminated... what's the procedure we're gonna use to be able to solve the unit problem, in general?"
Whole Group: Solving the Unit Problem (mm:ss) The class discusses steps for solving the unit problem. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 1 (mm:ss) I check in as groups work together. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 2 (mm:ss) I check in as groups work together. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 3 (mm:ss) I check in as groups work together. play Quicktime Player high • low get plugin Windows Media high • low get plugin
Small Groups at Work, Clip 4 (mm:ss) I check in as groups work together. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 5 (mm:ss) I make an announcement about checking answers. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 6 (mm:ss) I check in as groups work together. play Quicktime Player high • low get plugin Windows Media high • low get plugin	Small Groups at Work, Clip 7 (mm:ss) Close and homework. play Quicktime Player high • low get plugin Windows Media high • low get plugin
Homework for "Meadows or Malls?"
View the homework (pg. 1)	View the homework (pg. 2)