In this clip the teacher is continuing the group discussion about the shape of the graph the class created for question 2.
Worksheet 1, Question 2, Clip 1, 2:48
This is an example of one way to create a group discussion about the 2nd problem on worksheet 1.
By having the students' graphs on the board, the teacher has created an opportunity to not only talk about question 2, but also talk about graphical representations in general.
The teacher uses this opportunity to discuss the concavity of the graph and also the graphical representation of average rate of change.
Notice how the teach helps the students connect the graph to their previous knowledge of slope and linear functions.
She also uses this as an opportunity to discuss how the graphs should be labeled. This is one way of negotiating a normative way of labeling a graph while pointing out advantages/disadvantages of each graph.
