Class opened up with the activity from Day 55.
|What's the capacity of the cylindrical vase?|
- What's a cylinder?
- What's capacity? How do we measure it?
OK, now it's time for the number line. Kids have gotten used to this routine. They've already got their notebooks out and are working on their boundaries (too low, too high) and their "just right". They still think it's funny that the teacher is actually asking them for wrong answers! We have a general discussion of strategies. Where are your numbers coming from? It's now automatic: they use the can as a referent. They use the other vases and glasses and containers they've seen on previous days to inform their estimates. They describe the attributes of the vase. They compare. They imagine. They agree with each other. They disagree, too.
Next we start the video. We pause it at the 14 second mark. Time to evaluate estimates and revise. This is important: the original estimate is not crossed out or erased. Your response was not "wrong". The new estimate must be placed on the number line.
|The original estimate was actually the closest!|
Great question! What do you guys think? Turn and talk and figure it out! The vase holds about 3 1/2 times as much liquid as the can? How do you know?
15 minutes has gone by since the beginning of class. I'm breathless. Instinctively I know that a lot has been covered in that short period of time, and none of it was contrived. It was all embedded in an engaging activity that all students could access. (Later I counted 4 separate content standards and all 8 standards of mathematical practice.) As the kids put their notebooks away, Jeff turns to me to me and says, "That was more worthwhile than anything else we could have done in those 15 minutes."
I turn and respond with what has become our signature line this year: