As a pre-discussion strategy, students in this class have had the opportunity to work on the warm-up problem with their group members. Students at each table group have been assigned a group role, and students holding a specific role are expected to report out during the debrief. 

In this clip we will see how the teacher leads a debrief discussion of the day’s warm-up problem where students are asked to factor an expression. 

Here we see Guillermo share an answer for what should go in a specific box. The teacher follows up with questions so that he and his peers can get a sense of Guillermo’s thinking and how he is approaching the problem. When Guillermo isn’t able to explain his thinking, he has another student, Milian, share why his explanation doesn’t make sense and how she approached it. The teacher then goes back to Guillermo to see if he agrees with Milian’s explanation. By continually asking for explanations, the teacher reinforces that he is not just looking for the correct answer, but student mathematical reasoning. 

In this clip you’ll see how the teacher handles a student providing the correct answer, but the wrong explanation. He presses the student to explain his reasoning to get a better sense of his thinking. He leaves the correct student responses on the board, but notes they will get back to the reason behind why it was incorrect. Aletta finishes filing in the figure with the correct answers and the thinking that led to those answers.