# The Cummins Quadrant: A Detailed Model Of Learning Analysis

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Her activities were cognitively demanding with few context clues to check if they understood the problems. The teacher is going over last nights homework. Students are giving her examples to go over. The teacher asks her students what the steps are and asks them to discuss it with partners. For example, the math problem a student asked about was 500 divided by 67. After brief partner discussion, the first step was explained by a student. They instructed to place a decimal in between 6 and 7 to make 6.7 as well as changing 500 to 5000. She asked students how many times can 6.7 go into 50. A student tells her 7. The teacher goes through each step until the next division problem 310 divided by 6.7. A student tells her 4. She was asking standard questions pertaining to homework to test k one,due and assist questions on the homework. 20 minutes into the lesson, to get students engaged in the lesson, she does pre partner discussions about the learning topics. She gives an explanation of equivalence ratios, has students repeat, and discuss with partners. This particular activity pertains to quadrant B. The third classroom video is a math lesson wit money, taught by Ms. Foster. The students are in the third grade. Her language connects to quadrant A. They are participating in face-to-face interactions with the teacher. She asks," how much is 6 quarters worth?" A student tells her $1.50. Ms. Foster asks, "how many 8 nickels is?" As she is counting the 8 nickels outloud, a student is following her by counting by 5 's. The same student tells her 8 nickels is .40 cents. This activity is context rich with context