Ask the students to write down a question in their research journals that interests them. Cheese Block – Question from Dan Meyer on Vimeo.Ģ. enjoy a guest lecture from the science teacher down the hall.understand the effect and meaning of the parameters of an exponential function,.calculate surface area and volume of rectangular solids,.graph data, transferring them from a context to a table and then to a graph,.I’m interested in how everyone would complete this sentence: As a result of this lesson, students should understand that. In any case, Belinda asks a useful question: Certainly it’s easier to criticize something if you measure it against a higher bar than it’s trying to clear. I only raise this particular caveat because there seems to be some misunderstanding that every blog post constitutes a lesson or a complete curriculum or something. I wanted to share something I found interesting and tap into our braintrust here to help me explain it. I need to reshoot everything, after controlling for variables mentioned by Matt and Christopher.

In that case, here are all the resources and this is how I see other aspects of the lesson playing out. This link was extremely helpful (thanks, Jean-Marc!) as was this explanation (thanks, Carmen!) but in my hands this problem verges on pseudocontext because I’m asking the students to use an operation (exponential modeling) that may or may not follow from the context –Â I don’t have a strong sense of it.īut maybe you can explain the operation to your students and how it results from the context. I can’t explain the best-fit model adequately. video – a pair of blocks with the same volume.video – a pair of blocks with the same surface area.

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