Reply To: Lesson 2-2 Question

[Stephanie Pritchett]

I used the shotput lesson to emphasize what the different parts of an equation represented. This was a great lesson. Students were all curious, some suspicious of my motives? ( How is our teacher going to bring math into this problem.) I had students that typically don’t participate notice and wonder and participate in estimation. In fact my student that never participates was closest to the actual shotput throw length. Towards the end of the lesson I could tell I was losing interest. I did do the extend, but I was worried about continuing on with similar problems on the following days and how I was going to keep their interest.

[Stephanie Pritchett]

I used the shotput lesson to emphasize what the different parts of an equation represented. This was a great lesson. Students were all curious, some suspicious of my motives? ( How is our teacher going to bring math into this problem.) I had students that typically don’t participate notice and wonder and participate in estimation. In fact my student that never participates was closest to the actual shotput throw length. Towards the end of the lesson I could tell I was losing interest. I did do the extend, but I was worried about continuing on with similar problems on the following days and how I was going to keep their interest.