We had been working on a unit on Coordinate Geometry.
How do you give students the opportunity to practice “I can look for and express regularity in repeated reasoning”?
When we have a new type of problem to think about, I am learning to have students estimate the answer first.
I asked them to “drop a point” at the centroid of the triangle. We looked at the responses on the graph first and then as a list of ordered pairs.
What is significant about the coordinates of the centroid?
Students then interacted with dynamic geometry software.
What changes? What stays the same?
Do you see a pattern?
What conjecture can you make about the relationship between the coordinates of the vertices of a triangle and the coordinates of its centroid?
Some students needed to interact on a different grid setup to see a relationship.
After a few minutes, I sent another poll to find out what they figured out.
And then we confirmed student conjectures as a whole class.
And so the journey to make the Math Practices our habitual practice in learning mathematics continues …