Tell me about a different world.

When you ask a question and a student answers incorrectly, it's often helpful to realize that they're answering a different question correctly.

 

For example, in a large sample of students, 13% said that this graph accurately describes the height of a stack of cups.

Select a Graph screen.

That’s incorrect, but it isn't completely wrong, which means the student is making sense! We love celebrating students for the sense they've made of a situation and then helping them develop that sense further.

 

So at some point in your discussion, consider saying to your students, “Tell me about a world where this is, in fact, the correct graph. What kind of cups or what kind of stacking methods would produce this kind of graph?”

 

There are lots of possible answers to those questions, one of which is a stack that looks like this:

Cups stacked one end on top of the other.

By asking students that question you:

  • Celebrate students who were incorrect for the mathematical sense they were making.
  • Help all of your students make important connections between the graph and the context.

All this, just by asking students to tell you about a different world!

 

Have a great lesson!

 

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.

Eagle, CO

 

I didn't spend much time talking about screen 2 at first, just noted what kids responded. I left it open for them and told them they could return to the question later if they thought they needed to change their answer.

 

Chicago, IL

 

I did the reveal as a class. I had them tell me some numbers and we entered them and revealed them as a class.

 

Baltimore, MD

 

I suggest having cups on hand, this helped my students to better understand that doubling the number of cups does not mean that the height doubles.

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