s, Advice, and the Next Step based on a math lesson observed by a teacher The instructor presents the idea of rapid pictures to her class, which entails exhibiting an image for a brief period of time, after which the students are to sketch what they observed and connect it to mathematical equations. After instructing the class to envision and sketch what they see, the teacher asks them to match the image to an equation. The students discuss their equations and various interpretations of the picture, such as applying the commutative property and seeing it as a collection of numbers. The pupils conducted themselves nicely