In this lesson, we’re inviting students to move from numerical calculations like .79 * 120 to algebraic equations like .79x. Whenever we're teaching something new, we always ask ourselves, “What’s the need for this new math (in this case, algebraic equations)? If algebraic equations are the aspirin, then what is the headache and how do we create it?”
So we encourage you to invite student thinking on this screen by creating a headache.
If your students are like other students we’ve taught, you’ll see lots of numerical answers here. A single number. Encourage your students to let you know how they got the numbers. They can even type numerical expressions into the table.
Students are likely doing the same work over and over again in each cell. That takes time! And it’s repetitive. Computers use algebra to handle repetitive numerical tasks for us!
Consider inviting your students to tell you in words what they were doing for every problem. Then on the next screen, invite them to turn those words into variables our computers can understand.
By trying to figure out the aspirin and headache relationship here, you’re helping students understand that:
Math was invented for a reason.
They can figure it out.
Their teacher (you!) wants to figure them out.
Wishing you and your students a productive headache!
Dan & the Desmos Classroom Team
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