Establishing Classroom Norms

This video focuses on student and teacher-student interactions; the evidence for the existence of classroom norms for mathematical discussions; and the effectiveness of the teacher's questions and comments in terms of establishing classroom norms.

The clips come from three different days during the exploration of Moving Straight Ahead, Investigations 1 and 2.

As you view the video, consider the following:

• What is the evidence of students’ understanding and reasoning? What prior understandings do you see students using or building upon?
• What is the evidence of students’ use of the mathematical practices from the Common Core State Standards? To what extent are students growing in their sophistication of their use of the practices?
• How would you describe the classroom norms and expectations for students in this classroom?
• How is the teacher facilitating the development of students’ understanding and reasoning?

• Full Length Video (35:29)
• Goals for CMP2 Establishing Classroom Norms
  • Find solutions to a problem using a table or graph
  • Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change, and the x- and y-intercepts
  • Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
  • Connect solutions in graphs and tables to solutions of equations
  • Write equations for linear relationships and describe what information the variables and numbers represent
• Goals for CMP3 Establishing Classroom Norms
  • Linear Relationships Recognize problem situations in which two variables have a linear relationship.
    • Identify and describe the patterns of change between the independent and dependent variables for linear relationships represented by tables, graphs, equations, or contextual settings
    • Construct tables, graphs, and symbolic equations taht represent linear relationships
    • Identify the rate of change between two variables and the x- and y-intercepts from graphs, tables, and equations that represent linear relationships.
    • Translate information about linear relationships given in a contextual setting, a table, a graph, or an equation to one of the other forms
    • Write equations that represent linear relationships given specific pieces of information, and describe what information the variables and numbers represent
    • Make a connection between slope as a ratio of vertical distance to horizontal distance between two points on a line and the rate of change between two variables that have a linear relationship
    • Recognize that y = mx represents a proportional relationship
    • Solve problems and make decisions about linear relationships using information given in tables, graphs, and equations
• Video Transcript
• Suggestions for organizing Professional Development
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