ABSTRACT
As students enter the classroom, they sit in the groups Kathryn has prepared. One student from each group distributes the geoboards and rubber bands, and students begin the warm-up. As they work, Kathryn circulates, commenting and asking questions. "This angle has chords as sides, and that one has a chord and a diameter as sides. They look different, but are they distinct types? Could one be a special case of the other? Why?"
