Secondary Mathematics: Video - Variables and Patterns of Change The video Variables and Patterns of Change (Annenberg Media, 2004) follows two teachers, Mrs. Green and Mrs. Novak, while starting the school year teaching high school math. Throughout my article, I intend to show the elements of a non-threatening learning environment, as well as the importance of having a non-threatening learning environment. Additionally, I will discuss the similarities and differences between the teacher's methods in the video. I will explain how the methods are effective and how I would deepen the lessons in class. Video Variables and Models of Change In the video Variables and Models of Change (Annenberg Media, 2004), we are introduced to two classes during the first week of teaching. The first lesson is Mrs. Green's algebra. Ms. Green uses the real-life situation where she wishes she had a pool in her backyard to teach dimensions and equations. Throughout the example, help guide students in learning by asking leading questions to help them understand the problem. Once he understands the problem, he divides them into groups to figure out the dimensions of the different pool sizes and how many tiles would surround them. While in groups, Ms. Green visits each group to check on progress and answer any questions. The second lesson is Mrs. Novak's algebra. Mrs. Novak. Ms. Novak begins class with a group warm-up to prepare students for the lesson. Once the lesson is finished with the warm-up, we move on to classroom practice for the day. Students are learning two-step equations with manipulatives. First, Ms. Novak uses cups and chips as a manipulative to teach students how to distinguish variables and numbers in a mathematical equation. As a way to show... middle of paper... the problems. Novak and Green's use of group work helps students talk about problems as they do class work. Ms. Green's real-life application helps show students how algebra can be used in everyday life. Ways to Expand the Lesson Although both classroom lessons were very well taught, there are still some ways to expand the classroom lesson. In Ms. Novak's class, she could have asked students to solve math station problems on the board so that if some students didn't understand they could see the process for solving the problems. Another way to expand on Ms. Novak's lesson would have been to have each group create their own problems and then swap them between the groups to solve them. In Mrs. Green's class, she could have asked other students to solve problems for the class. In the video, it appeared that only one student was doing most of the class work.