Step 1: Read the transcript of a selected section of the video

This activity focuses on the transcript of a selected section of the lesson you just viewed: Debra’s discussion with students about how the equation n = 4s + 4 is represented in the visual diagram.

As you read the transcript below, consider:

How does Debra orient the students to the task?
How does she get them to focus on connections between representations?

Transcript

(0:57) Debra:	What—what does each part of the equation represent in terms of something on the diagram? Natali?
Natali:	The n is the number of tiles. The s is the side length.
Debra:	Okay.
Natali:	So if you were to put in a side length in for s, you would be able to solve for n or the number of tiles needed.
Debra:	Okay. Can somebody paraphrase or add on to what Natali said? Lulu?
Lulu:	Um, you could just substitute—um, what—you could just substitute, um, what x—what s equals, and in this case it would be five for s, and then solve the equation.
Debra:	Okay, so if you let the side length be equal to s, how many side lengths do you have? Tammy?
Tammy:	Four.
Debra:	Four. Four side lengths. What does that correspond to in the equation? Pascal?
Pascal:	s.
Debra:	How many s’s?
Pascal:	Four. Four s’s.
Debra:	Here it is. There—these are our four side lengths. What’s this part? What’s the four? How does that relate to our picture? Shaina?
Shaina:	Plus the four corners.
Debra:	Ah-ha! So here’s a corner, here’s a corner, here’s a corner, and here’s a corner. Okay. So the four s is our four side lengths and the plus four is our four corners.

Step 2: Share your thoughts

If you are engaging in this module with others, we encourage you to share your thoughts with a colleague or in small groups and expand on the ideas of others.