Observing Student Connections
 Introduction | Building Viewpoints | Questions and Answers #1 | More Building Viewpoints | Questions and Answers #2 | Observe a Classroom | Classroom Practice | Your Journal
 Now watch an extended video excerpt (duration 2:25) at left of the class you have just seen as they work on the Building Viewpoints activity. The problem of representing different views of a three-dimensional "building" in a set of two-dimensional drawings enables students to see the connections between two- and three-dimensional shapes as well as the connections between the front and back views and the left and right views. Working with the models allows students to form mental images of their actions as they draw the views. After students have had sufficient experience with these models, their mental images enable them to draw the views from the initial building plan without actually building the structure. Since we live in a three-dimensional world, it's important for students to make connections between three-dimensional figures and their two-dimensional representations. After you have completed the activity and watched the video segment, reflect on the following questions (please consider at least two of the five): What mathematical content does this problem entail? How do connections to previous mathematical experiences help students understand this problem? In the video, one student is having a difficult time building the structures from the instructions. How might you help her connect her own representations to an effective problem-solving strategy so that she completes the task? What are some ways to connect this problem to the real world? How does Ms. Hardaway develop these connections as part of the lesson? What are some connections of this problem to other subject areas in the middle grades?
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