A while back we gave our students the Mathematics Assessment Project assessment task called Hopewell Geometry.
I have just finished reading Smith and Stein’s book 5 Practices for Orchestrating Productive Mathematics Discussions, and so I have been thinking a lot about sequencing.
Students are given a set of Hopewell Triangles (along with a historical explanation, which you can see at the link above).
And they are given a diagram with the layout of some Hopewell earthworks.
The second question is for students to explain whether or not the shaded triangle is a right triangle.
With which student explanation would you start in a class discussion?
How would you sequence the student explanations? Are there any you would be sure to include? Some you would leave out?
And so the journey continues …