Secondary Mathematics: Video – Variables and Patterns of ChangeThe Variables and Patterns of Change video (Annenberg Media, 2004) follows two teachers, Ms. Green and Ms. Novak, as they begin their 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 develop their lessons in the classroom.Variables and Models of Change VideoIn the Variables and Models of Change video (Annenberg Media, 2004), we are introduced to two classrooms during their first teaching week. The first class is Ms. Green's Algebra. Ms. Green uses a real-life situation where she wants to install a swimming pool in her backyard to teach dimensions and equations. During the example, she helps guide student learning by asking leading questions to help them understand the problem. Once they understand the problem, she puts them into groups to determine the dimensions of different pool sizes and the number of tiles that would surround them. As a group, Ms. Green goes to each group to check on their progress and answer any questions. The second class is Ms. Novak's Algebra. Ms. Novak. Ms. Novak begins her class with group warm-ups to prepare students for class. Once the class has completed the warm-ups, the class moves on to the day's exercises. Students learn 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 math equation. To show... middle of paper ... problems. Ms. Novak and Ms. Green's use of group work helps students express their problems while doing class work. Ms. Green's real-world application helps show students how algebra can be used in everyday life. Ways to Expand the Lesson Although both classroom lessons were taught very well, there are still ways to expand the classroom lesson. In Ms. Novak's class, she could have had students solve the math station problems on the board so that if some students did not understand, they could see the process of 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 switch the problems to be solved between the groups. In Ms. Green's class, she could have asked other students to solve class problems. In the video, it appeared that a single student was doing most of the work in class..