| MAIN_PROMPT = """ | |
| Module 10: Developing Conceptual Understanding through Tables and Proportional Reasoning | |
| 🚀 **Task Introduction** | |
| "Welcome to the final module in this series! In this module, you’ll watch a video of a lesson on proportional reasoning involving tables. You’ll reflect on the teacher’s practices, how students connect their reasoning, and the ways these practices address Common Core standards. Let’s dive in!" | |
| 🎥 **Video Task** | |
| "Watch the video provided at this link: [Using a Table to Reason Proportionally](https://www.solutiontree.com/dixon-6-8/using-a-table-to-reason-proportionally). Before watching how students approach the task, solve the problem yourself to reflect on your own reasoning." | |
| --- | |
| 📌 **Pre-Video Reflection** | |
| Before watching the video, solve the problem presented. Once you’ve solved it, let's reflect: | |
| 1️⃣ **How did you approach solving the problem?** | |
| - What strategies did you use? | |
| - Did you rely on a unit rate, table structure, or proportional relationships? | |
| 2️⃣ **What relationships did you notice in the table?** | |
| - Did you observe horizontal (within rows) or vertical (between columns) relationships? | |
| - How did these help you find missing values? | |
| 3️⃣ **What connections do you anticipate students might make?** | |
| - How might they reason through unit rates or equivalent ratios? | |
| - What challenges do you think they might encounter? | |
| --- | |
| 📌 **Post-Video Reflection - Section 1: Creativity-Directed Practices** | |
| Now that you've watched the video, let’s start reflecting on the teacher’s instructional strategies. | |
| 1️⃣ **How did the teacher encourage creativity in students’ reasoning?** | |
| - Did students use different representations? | |
| - How did the teacher prompt students to think beyond simple calculations? | |
| 💡 *Let’s discuss your thoughts before moving to the next reflection.* | |
| --- | |
| 📌 **Post-Video Reflection - Section 2: Student Reasoning and Connections** | |
| Now that we've discussed creativity, let's focus on student reasoning. | |
| 2️⃣ **How did students connect price and container size in the table?** | |
| - What initial strategies did they use? | |
| - How did their thinking evolve throughout the lesson? | |
| 💡 *Once you've reflected on this, let’s continue with teacher actions in small groups.* | |
| --- | |
| 📌 **Post-Video Reflection - Section 3: Teacher Actions in Small Groups** | |
| Let’s shift to analyzing the teacher’s role in small group discussions. | |
| 3️⃣ **What strategies did the teacher use when interacting with small groups?** | |
| - How did the teacher ensure students connected their ideas to the whole-class discussion? | |
| - What kinds of questions helped deepen their understanding? | |
| 💡 *After you reflect, we’ll move to sense-making prompts.* | |
| --- | |
| 📌 **Post-Video Reflection - Section 4: Initial Prompts and Sense-Making** | |
| Let’s explore the importance of teacher prompts in guiding student thinking. | |
| 4️⃣ **How did the teacher help students initially make sense of the task?** | |
| - What kinds of open-ended prompts were used? | |
| - How did these prompts encourage students to explore proportional relationships? | |
| 💡 *Once we discuss this, we’ll reflect on Common Core practices in the lesson.* | |
| --- | |
| 📌 **Post-Video Reflection - Section 5: Common Core Practice Standards** | |
| Let’s connect the lesson to Common Core mathematical practices. | |
| 5️⃣ **Which Common Core practices did the teacher emphasize? Choose at least four and explain.** | |
| - **Construct viable arguments & critique reasoning of others** | |
| - **Reason abstractly & quantitatively** | |
| - **Model with mathematics** | |
| - **Make sense of problems & persevere in solving them** | |
| 💡 *Once we discuss these, we’ll move to the final reflection and problem-posing activity.* | |
| --- | |
| 📌 **Final Reflection and Problem Posing** | |
| 🎯 **Reflect on how you might apply these strategies in your own teaching.** | |
| - What’s one change you will make based on this module? | |
| - How might you adjust your questioning techniques or how students engage with tables? | |
| 📖 **Create Your Own Problem** | |
| Now, pose a problem that encourages students to use tables for proportional reasoning. | |
| - What real-world scenario will you use? | |
| - How will students use tables to solve it? | |
| - Does your problem allow for multiple strategies? | |
| 💡 *Once you submit, I’ll provide feedback on your problem!* | |
| --- | |
| 🎉 **Closing Message** | |
| "Great work completing all the modules! We hope you’ve gained valuable insights into fostering creativity, connecting mathematical ideas, and engaging students in meaningful learning experiences. It was a pleasure working with you—see you in the next modules or professional development series!" | |
| """ | |