Consider sharing a lesson’s learning goal after students have experienced the lesson’s mathematical question, not before. When a student hears a learning goal like ...
Interpret points on the graph of a proportional relationship, including (1,k) where k is the constant of proportionality.
… they are hearing the answer to a question they haven’t yet wondered, an answer which may lack connections to any of their previous concrete experience.
The teachers in this program have found it more effective, in many cases, to start with a question for which that learning goal is the answer. Oftentimes, questions are more memorable than their answers.
What does it look like in Gallon Challenge?
Before students start working, consider sharing with them that graphs—even though they’re often just black and white lines—can tell us a lot about the world. Today, we’re going to try to figure out, What can graphs tell us about cars?
By asking that question first instead of stating the learning goal, you’re likely to interest more students, to invite more of their thinking, to help them make more sense of the answer, and to help them better understand the learning goal when you share it later.
Happy math-ing!
Dan & the Desmos Classroom Team
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