How do you give students the opportunity to practice “I can use appropriate tools strategically”?
When we have a new type of problem to think about, I am learning to have students give their best guess of the solution first. I’ve written about The Traveling Point before.
Students sketched the path of point A. How far does A travel?
Students used paper and polydrons, their hands and string.
I sent a poll to find out what they were thinking about the distance traveled.
Students then interacted with dynamic geometry software. Does seeing the figure dynamically move help you better see the path?
Does seeing the path help you calculate how far A travels?
And so the journey to make the Math Practices our habitual practice in learning mathematics continues …
And the journey for my own learning continues. Thanks to Howard for correcting me. The second two moves do not travel a distance of 6, but the length of the circumference of the quarter circle.
One student figured that out by the time the bell rang.
I look forward to redeeming this lesson this year, as the journey continues …