When you reach a moment in your lesson where students are a) thinking hard and b) not yet correct, I have a move I hope you’ll find helpful. Take the most common wrong answer and ask students to:
Tell me about a different world where this answer would be correct.
For example, in one class, 16% of students chose Shop A, which actually has the highest price per ounce. As you help students understand why Shop B has the best price per ounce, consider asking students to tell you how the question would have to change so that Shop A was the right answer.
Students might choose to change the ounces or the cost. Or they might change the wording of the problem so that it reads “highest or worst” or they might change “price per ounce” to “volume per dollar.” Or lots of other possibilities.
Through your efforts, students who get wrong answers will likely come to understand why that answer made sense and how valuable that answer was for class discussion, along with their understanding of the correct answer.
Dan & the Desmos Classroom Team
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