• Students discuss sample student w

• Students discuss sample student work Students are given a range of sample student work that illustrate a range of possible approaches (Figure 4). They are asked to complete, correct and/or compare these. In the Kittens example, students are asked to comment on the correct aspects of each piece, the assumptions made, and how the work may be improved. The teacher’s guide contains a detailed commentary on each piece. For example, for Wayne’s solution, the guide says: Wayne has assumed that the mother has six kittens after 6 months, and has considered succeeding generations. He has, however, forgotten that each cat may have more than one litter. He has shown the timeline clearly. Wayne doesn’t explain where the 6-month gaps have come from.
• Students improve their own solutions Students are given a further opportunity to act on what they have learned from each other and the sample student work.
• Whole class discussion to review learning points in the lesson The teacher holds a class discussion focusing on some aspects of the learning. For example, he or she may focus on the role of assumptions, the representations used, and the mathematical structure of the problem. This may also involve further references to the sample student work.
• Students complete a personal review questionnaire This simply invites students to reflect on how their understanding of the problem has evolved over the lesson andwhat they have learned from it.