case 1

Day 1 clip 1: Introducing Clown’s Walk

Ms. Coombs begins this lesson sequence in her regular Algebra I class with an activity involving a computer tool that displays the back and forth motion of a character named Clown. 

Day 1 clip 2: Exploring Clown's Walk

This portion of the class occurs immediately after Ms. Coombs asks the class to work in pairs on the activity described in the previous clip.

Day 1 clip 3: Exploring Clown's Walk Using the Finger Tool

This segment shows Ms. Coombs working with another pair of students as they try to create the graph of Clown’s walk as described on the activity sheet introduced previously.

Day 1 clip 4: Exploring Clown's Walk Using the Finger Tool, Part II

As a result of her interactions with the students (see Clip 2 and 3), Ms. Coombs realized that the students were engaging in the task without using the finger tool.

Day 1 - Clip 3
Exploring Clown's Walk using the Finger Tool

This segment shows Ms. Coombs working with another pair of students as they try to create the graph of Clown’s walk as described on the activity sheet introduced previously. Here you see Ms. Coombs discouraging the students from “jumping right in to the point thing.” Instead, she asks the students to think about the finger tool in order to better understand the behavior of the graph by understanding how the two quantities co-vary. She then works with the students on the process of describing Clown’s activity with the finger tool. The two students’ differing interpretations become the focus of discussion.  

 

-Day 1 -Day 2 -Day 3 -Day 4 -Day 5 -Day 6 -Day 7