How do you provide your students the opportunity to **attend to precision**?

Writing sound definitions is a good practice for students, making all of us pay close attention to what something is and is not.

I’ve learned from Jessica Murk about Bongard Problems, which give students practice creating sound definitions based on what something is and is not.

What can you say about every figure on the left of the page that is not true about every figure on the right side of the page? (Bongard Problem #16)

Last year when I asked students to define circle, I found it hard to select and sequence the responses that would best contribute to a whole class discussion without taking too much class time.

I remember reading Dylan Wiliam’s suggestion in Embedding Formative Assessment (chapter 6, page 147) to have students give feedback to student responses that aren’t from their own class. I think it’s still helpful for students to spend time writing their own definition, and possibly trying to break a partner’s definition, but I wonder whether using some of last year’s responses to drive a whole class discussion this year might be helpful.

- a shape with no corners
- A circle is a shape that is equal distance from the center.
- a round shape whose angles add up to 360 degrees
- A circle is a two-dimensional shape, that has an infinite amount of lines of symmetry, and a total of 360 degrees.
- A 2-d figure where all the points from the center to the circumference are equidistant.

We recently discussed trapezoids.

Based on the diagram, how would you define trapezoid?

Does how you define trapezoid depend on how you construct it?

Can you construct a dynamic quadrilateral with exactly one pair of parallel sides?

And so the #AskDontTell journey continues …