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In the video the student was using algebra tiles which is the manipulatives. Then students can recreate the process on paper which she does

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The video and the image will help the students connects to the lesson that has been taught.

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It allows students with different learner profiles to be

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Visual representations and manipulatives give students something engaging to learn from. Students get tired of writing things down and often times don't understand what they are writing. The visuals and the manipulatives bring a concrete foundation for abstract math ideas.

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Use more manipulatives

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Both are effective for the different learners we teach. 

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Both are effective for the different learners we teach. 

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Helps learners learn on various levels

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It helps the learners who are more visual. Students are also more engaged and make deeper connections. 

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It helps the learners who are more visual. Students are also more engaged and make deeper connections. 

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This strategy will appeal to all learners on all different levels I would love to learn how to plan this effectively in my class.

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The image and the video show the continuum of the real-world to the abstract. Modeling before solving is key to students' understanding of the concept as a whole.

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The clearity of the presentation is adequate. But cycling between the number of independent questions versus how many different variations of problems is questionable. 

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The clearity of the presentation is adequate. But cycling between the number of independent questions versus how many different variations of problems is questionable. 

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Students need a visual representations

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Helps those who struggle and need visuals to help grasp information.

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For visual learners, the image makes the comparison between abstract and concrete clearer.

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What implications does this have on your classroom instruction?

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What implications does this have on your classroom instruction?

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What connections can you make between the image and the video?

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What connections can you make between the image and the video?