Dear {{custom.firstName}},
Here again, we’d love to invite as much student thinking as possible early in the activity so that we have more thinking to work with as the activity develops.
On this early screen in Dapper Cats, we encourage you to let students lean on their visual senses and intuition, to start with their senses.
We can always add measurements and words like “proportionality” later, but there aren’t any measurements here yet, so it’s a great moment to invite thinking from students who may not recall that language from earlier grades.
For example, one student said:
For the dapper cats, as the bow gets bigger, the cat does as well. But the not dapper cats have random bow ties that do not fit them.
“As the bow gets bigger the cat does as well” is a fantastic way to describe proportionality without using the word “proportionality.” I hope you’ll enjoy and celebrate those responses whenever you teach Dapper Cats.
Dan & the Desmos Classroom Team
PS. Please give us feedback on the last lesson.
Use the feedback form or just click your answer below then click "Submit" on the form!
How likely is it that you would recommend this lesson to a friend or colleague?
Great advice from other teachers.
Oakland, CA
Leave enough time for the end of the lesson for a conversation about the difference between the actual value and predicted value.
Berwyn, IL
It is fun! Give them more freedom to just go through the slides. I did less pacing because the kids "got it."
Oakland, CA
Ask students to prove answers. Take a break from showing the card sort teacher screen, because students will just move around the cards until they turn green without knowing why they were equivalent.
Previous Previews
.png?width=1200&height=120&upscale=true&name=DM_Logo_6-A1%20(1).png "DM_Logo_6-A1 (1)"){kind=logo}