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Stage 4

Joint construction

Finally, the whole procedure is described as a sequence of steps. Students take turns to describe each step on the board. The class tells the scribe what to write with the teacher’s guidance.

This activity is known as joint construction because the class is jointly constructing a text with the guidance of the teacher. The text in this case is a procedure for completing a mathematical process.

Students should keep a copy of the procedure so that they can refer to it if they wish when they are solving problems.

This process helps all students to achieve; less able students are provided with an opportunity to understand and remember the steps needed to undertake a mathematical process, while more able students have the opportunity to better explain how they solve problems.

Video transcript

Presenter

[Talking head]

The teacher now guides the class to say each step and write it on the board in turns. This activity is known as joint construction, because the class is jointly constructing a text with the guidance of the teacher. The text in this case is a procedure for doing the Maths process.

Teacher

What is the topic that we're doing at present? What do you call this topic?

[Students scribe on smartboard as teacher guides]

Student

Trigonometry.

Teacher

Trigonometry. Who can write that title on the board?

[Student writes]

OK, in trigonometry, we are dealing with what type of triangle?

Student

Right angle triangle.

Teacher

We can put down sub-topic, 'Right angle triangle'.

[Student writes]

OK, we are going to review the steps that you're going to use to solve the right angle triangle. Who can tell me, what is the first thing you do? Richard?

Student

You read the question.

Teacher

Very good. Come and put it on the board.

[Student writes]

OK, next thing, what is the next step you take in order to solve this problem?

Student

Write the important information.

Teacher

Write down the important information from the question. Can you put it on the board?

[Student writes]

What is the third thing you do?

Student

Draw a diagram.

Teacher

Draw a diagram. Draw a labelled diagram.

[Student writes]

Who can tell me what step four is? Yes.

Student

Label theta.

Teacher

Label theta on the diagram. Can you put it on there? Label angle theta.

[Student writes]

OK, next step?

Student

Write down the trigonometric ratios.

Teacher

Write down the three trig ratios. Write down the three trigonometric ratios.

[Student writes]

What do you think you’re going to do after that? Jeffrey?

Student

You want to use the process of elimination.

Teacher

Use the process of elimination to find the right trig ratio.

[Student writes]

Step seven?

Student

Step seven is to solve the ratios that you have found out to be right.

Teacher

Use the ratio to find the root of the angle. Thank you very much.

[Student writes]

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