A good walk spoiled

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Walking for fun on Sunday afternoon is now totally spoiled by visual questions . I took a picture of the big red button, and I intend to present it with “How big is Lorrie, who lost the button?”  (Title of the work is Lorrie’s Button) Over on the left, lying down on the button, is my water bottle, which will be in the classroom for comparison. Also, this is downtown, students can trot down to see it after school. I think this gives some leeway because  “bigness” is open to interpretation.

I am thinking about using the 101 questions pictures with kids, initially not struggling with the answers, but just to come up with questions. Not just the first question that comes to mind, but digging as a group to come up with as many questions as we can. Maybe after a week or two of questions, people will be so frustrated that we can move on to answers.

Dan Meyer is clearly to blame for this, and I think there will be more assigned there later.

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One response »

  1. “Maybe after a week or two of questions, people will be so frustrated that we can move on to answers.”

    I’ve been wondering about this technique as a possible introduction to math problem solving in three-acts. Some teachers find the whole process overwhelming — which I get — so I may recommend that they just show the first act, take questions, take guesses, and move on. My hypothesis is that students are eventually gonna freak out and want to know whose guess was closest. Thanks for your thoughts here.

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