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  • Jonathan Lind

    February 26, 2022 at 12:13 am

    My before and after of a typical goat on a rope problem is below; first round I left the general question in, but then realized that it wasn’t really necessary and not having the question would really open up the exploration and questioning phase.

    When an 11th grade IB class was presented with this problem and asked to notice and wonder, they (having probably seen similar questions before) came up with the classic questions that could be asked here, but also came up with much more interesting questions, and we decided to answer one of those instead:

    How long would the rope have to be so that the goat could reach the entire field if it was tied to the opposite corner.

    This also gave students an opportunity to estimate the length of the rope after they asked for and were given the dimensions of the field.

    IB questions are often very scaffolded, which is great if you’re taking a test, but pretty lame for classroom explorations. This exercise helped the class have a much richer discussion than we would have solving the original problem.