Ask students about the right answer instead of for the right answer.

We're always surprised at how much math students already know before they start one of our lessons. Our challenge is to invite that knowledge. Consider the invitation in saying, “Tell me something you know about the right answer,” instead of “Tell me the right answer.”

Two points on a line.

What does it look like in Points on a Line?

In Points on a Line, we’re at the end of the unit. The math is more abstract. You won’t find water slides here. No mini golf or shadows, either.

 

Depending on your students’ previous experience in math classes, they may feel anxiety that they can’t participate unless they know some kind of formula or procedure.

 

You can invite more of their thinking on problems like A New Line by asking them to tell you everything they know about the x-value that has a y-value of 20, instead of asking for the x-value itself.

 

A student might say:

  • It’s more than 12.5 because that’s the largest value I see on the screen, and y = 20 off the screen.
  • It’s going to be less than 100 because the line isn’t growing that fast.
  • The x-value will be an even number because all the odd numbered x values get y values that have a half part.

By making room for more of that kind of thinking, you can make room for more kinds of students. Give it a try and let us know if it works for you!

 

Enjoy yourselves!

 

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?

{{custom.npsHTML}}

Great advice from other teachers.

Toronto, Ontario

 

The use of slope in this lesson and more specifically in the last lesson was really needed and used by students. They repeatedly asked, "How do you find slope again? What do I do with height and base?"

Previous Previews