Clip 5/18: Lesson Part 1B
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After students have placed their sticky notes in a corner of the room, Lisa Hennefarth asks her 9th grade students, “Which one has the most responses?” She asks students to circulate around the class and focus on the ones they didn’t choose, and engage in conversation with other students around why they made their choice. She then gathers the students back together, and asks students to share which ones were interesting to them that were different from their initial thought. Various students respond, sharing what they initially thought and comparing their reasoning to that of other students.
Teacher Commentary
Teacher Commentary
Lisa Hennefarth
All of these are very sequenced and designed to build as the year goes on, on purpose. It all has to do with “Hey, we're now in the second semester of the school year. Your community is not changed, we're all in this together. Now, instead of you just taking the easy way out of like going, ‘A doesn't belong,’ now we have you doing ‘Why doesn't A belong?’ ‘Well, it doesn't belong because…’ You have to use math.” At the beginning it was like really easy: “Oh, A doesn't belong, because the line is blue and all the other lines are red.” But now they have to expand: “A doesn't belong, because it has got a positive slope, or negative slope.” As their knowledge expands, the responses have to expand as a result.