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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.
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.
What is the topic that we're doing at present? What do you call this topic?
[Students scribe on smartboard as teacher guides]
TeacherTrigonometry. Who can write that title on the board?
[Student writes]OK, in trigonometry, we are dealing with what type of triangle?
StudentRight angle triangle.
TeacherWe 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?
StudentYou read the question.
TeacherVery 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?
StudentWrite the important information.
TeacherWrite down the important information from the question. Can you put it on the board?
[Student writes]What is the third thing you do?
StudentDraw a diagram.
TeacherDraw a diagram. Draw a labelled diagram.
[Student writes]Who can tell me what step four is? Yes.
TeacherLabel theta on the diagram. Can you put it on there? Label angle theta.
[Student writes]OK, next step?
StudentWrite down the trigonometric ratios.
TeacherWrite 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?
StudentYou want to use the process of elimination.
TeacherUse the process of elimination to find the right trig ratio.
[Student writes]Step seven?
StudentStep seven is to solve the ratios that you have found out to be right.
TeacherUse the ratio to find the root of the angle. Thank you very much.