Spanish/Bilingual Clips
We do not have full video club structures and guidance around all these video clips; however, all are available to use through our YouTube channel. They can be imported into Anotemos commentaries to follow a similar style as the other video clubs described here. All participants completed a media release form for their video to be used for future video clubs.
Videos on this page may be particularly helpful to emphasize gesture and non-verbal expressions of thinking with teachers that do not speak Spanish, as some of the verbal expression will not be a useful resource for them. It might also be a helpful resource for teachers preparing to work in bilingual schools or schools with a significant student population that speaks Spanish.
A possible example of closing in. Students were not sure where the raisins were located on the shelf. The teacher (Alejandro) gives them information such as “no, not there” or “ it is a similar color,” which encourages the students to refine their thinking about where the raisins could be located. The students look at different packages to find the raisins based on Alejandro’s feedback.
Covariation:
The students are transferring the trail mix between two different bowls, trying to balance the amounts in each. They determined that the initial bowl contains enough mix for two people and want to divide it to create serving sizes for each person.
In-betweenness: Student groups and ungroups candies to help her solve the problem. Moving things around to make sense of it in terms of a number being too high or too low.
The student starts by creating four groups and distributing her 10 squares across those groups. When she realizes she has a remainder of two she must decide what to do with those last two squares. She decides to split them into halves and each group gets one half.
Closing in: She starts with one strategy by evenly distributing the squares ,but notices she has a remainder. In order to get closer to what she considers the answer, she has to shift her strategy and decides that splitting the squares is what is best to get her to her answer.
Inbetweeness: Similar to above, once she sees that she has two left over, she understands that her answer is going to have a fraction in it. By looking at what she has left and the number of groups there are, she understands that her answer will be between whole numbers.
Covariation: Once she recognizes that she has two pieces left, she understands she will need more than what she has to ensure everything is evenly distributed.She is looking to balance the equation. She demonstrates this by moving items around to their designated group. She also taps on the manipulative to show that it should be split into two to be evenly distributed.
Inbetweeness: Moves one set of squares far away, but keeps another set close to her. Takes out to squares from the pile closest o her and put them in a new group next to the disant squares. Brings them all together and then starts making groups of two alternating between groups. One group of two to her left, another to her right, another group of two to her left, and another to her right. She continues until she has two equal groups. She now has two groups of six and one group of four. She continuously brings the squares close and then pushes them away. Its a way to organize her work and make sense of the problem. Splitting the groups apart and then bringing them close again.
Closing in & inbetweeness: The students are working to fit different paper strips into a rectangle. Understanding that they must use different shapes and sizes, they are moving items around to find the best fit based on the available space. At the halfway point of the video, the students get close to having the rectangle filled, but soon realize they don’t have the right size shapes to fill the remaining spaces. In order to solve the problem, the girls take off some of their shapes and flip around the remaining shapes on the rectangle to find the perfect fit.
Covariation & Inbetweeness: The girls are trying to figure out what fraction of the rectangle the two shapes are. They use pieces to place and mark on the rectangle to help count it out. They also use their understanding of the fraction of the rectangles that other pieces occupy to help them draw a conclusion.
Covariation & inbetweenness: The girls are trying to explain what fraction of the whole rectangle the triangle is. To help them solve, students used the papers and placed them on the rectangle to help see equivalencies. They demonstrated covariation by relating the whole to its parts. They showed inbetweenness by comparing lengths throughout this activity to make sense of the size and how it could be 1/8th, as well as figuring out what makes 1/8th based on what they know about shapes they used.