A whole class discussion in Calculus 3 about the classification of maxima, minima and saddle points.
The students were given the equation for D but had to find out themselves how to use this equation
to classify a critical point. All groups wrote several examples on the wrap around blackboards to use
as classification examples.
The class had 25 students and met two times a week for 75 minutes each and one time for 50 minutes.
A calculus 3 class grappling with the concept of double integrals. Notice how comfortable the students are in sharing their ideas, recognizing their mistakes and change their thinking.
The class had 25 students and met two times a week for 75 minutes each and one time for 50 minutes.
The students are trying to prove why the finger trick of determining the multiples of 9 works. We see one student explain her thinking. I ask if someone can repeat her reasoning. As the second student revoices, I silently represent her thinking on the board. Notice that I do not evaluate in either case whether the thinking is correct or complete. Instead I continue with a new question that connects this idea back to the original problem.