Hi {{custom.firstName}},

 

I wanted to make sure you had an advance look at this screen, which I find really exciting.

A Land the Plane screen.

In a large sample of students last year, it won’t surprise you that 53% correctly answered .5 or ½. But 14% of students answered 400/800 and another 5% of students answered 8/16? Where are these numbers coming from?!

 

This screen invites a lot of interesting student thinking!

 

All of us are smarter than any one of us.

 

Consider using the snapshot tool to share each of those responses if they appear in your class. Then consider telling your students, “Each of these students is correct! Can you figure out how they were thinking about the plane’s landing here?”

 

That kind of conversation may help your students understand math a little better and also understand that, “You know, our teacher is smart, but we’re really smart, too!”

 

You've got this!

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?

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Great advice from other teachers.

Salida, CA

 

Teach the first part for 10-15 mins and let the students do it for themselves. Don't worry about y2-y1 because they should be doing slope triangles, but emphasize that they need two strategies just in case.

 

Cambridge, MA

 

Ensure that you have students doing their work in their notebook before they put anything on the computer

 

Vancouver, WA

 

This is a shorter lesson, be ready to have something else prepared for students to work on.

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