![]() The idea is that we have, essentially, three basic objects that we’ve combined in different ways in geometry: circles, lines (including segments), and angles. I think it went fairly well, so I’ll share it here. My math coach gave me this idea as we were planning my Circles unit. While the content was still related to what we were learning in high school geometry, the opportunity to solve a complex task with little scaffolding was really helped by using a task from an earlier grade. ![]() With Jason Zimba at #coreadvocates /VM2wxPi1G5 (I followed up with an extension where they designed their own stained class on the coordinate plane and found the price using the same pricing, for those who finished quickly.) I had a group of three girls who don’t usually feel very confident in my class feel like rock stars after figuring the whole thing out themselves.Ĭonsider complex problems which require content from earlier grades… So I gave them task, and then I was “less helpful.” In fact, I barely spoke during the lesson, only quietly clarifying things, but reflecting their proximity questions back towards themselves and their other group members.Īlmost every group that attempted the task solved the problem on their own. But the task has a lot of parts, not all of which are obvious from looking at it. The task is a 7th grade task, and so involved nothing new for my high school geometry students – just area and perimeter/circumference. So early in our Area and Volume unit, I decided to use this task from Illustrative Mathematics. ![]() My school has been trying to better create conditions for productive struggle in our classes, because a lot of students have taken a very receiving stance.
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