I think this warm-up has loads of potential to draw in students who have been historically excluded in math class because it allows allstudents to start with their senses and background knowledge.
“Some big animals aren't that smart so I don't know,” one student wrote. “Because the bigger the animal, the more weight the brain could be, while the head is still able to hold it up,” wrote another.
There aren’t numbers to calculate or formulas to remember. Students just think about all the animals they’ve ever encountered and whether or not they seemed smart.
Consider telling students, “There isn’t a way to ‘math’ this question. I’m just looking for your opinion.” I hope you’ll see participation from students who might struggle to access other questions.
Dan & the Desmos Classroom Team
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Great advice from other teachers.
Salida, CA
Teach students how to read the data using their pointer finger. For example: start left to right and follow the dots. This is a great strategy for all students but ELs and students with disabilities can [really] benefit from it!
Chicago, IL
Really restrict the screens so that the reveal to the human brain is made at the same time. It is quite interesting the reactions students have. Also, make this 2:1 student to device.
Vista, CA
Point out the y-intercept on screen 6 because when I did, my students did not immediately recognize that 0 kg meant there is no animal at all. I had to point out that if the brain has weight then the body has to be more than the brain's weight unless there are animals that are only brains. Then they started to figure out what I meant by 0 kg.
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