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Can I share with you what is maybe the most shocking finding of my research into everything students have learned in Math 8:
No one picked the cylinder.
On this question, about half of students chose the sphere, others chose the cube and cone, and exactly zero students out of 500 chose the cylinder.
In situations like these, I hope you’ll seize the moment to develop student thinking, asking your class a question like, “Okay, there must be a feature about the cylinder that makes it unique. What might it be?”
With that encouragement, I hope you’ll hear ideas from students who don’t offer ideas very often, students who have perhaps been under the assumption that in math class, there is only one correct answer.
Some of your students might help their class consider the physical properties of the shapes, noticing that the cylinder is the only shape that will roll in a straight line. Students might notice that “cylinder” is the only name that doesn’t end with an “e”.
Whatever happens, I hope your students come to understand that all of us are smarter than one of us, and that learning math means learning with and from people.
Dan & the Desmos Classroom Team
PS. Please give us feedback on the last lesson.
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Great advice from other teachers.
Salida, CA
Do not worry if students don't get the relationship between height and radius and volume. This lesson should just be a recap of 3D shapes.
New York City, NY
I had students write down any conclusions that they could draw from the first activity on paper and reviewed them before we moved on to the second activity.
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