Comments on: Parallel Lines – Activity Makeover Series

By: Parallel Lines v2 – Activity Makeover Series | Reason and Wonder

Parallel Lines v2 – Activity Makeover Series | Reason and Wonder — Thu, 08 Dec 2016 01:12:22 +0000

[…] Monday, I shared an activity addressing slopes of parallel lines. Here’s the diagnosis. Here’s the original […]

By: Paul Jorgens

Paul Jorgens — Wed, 09 Nov 2016 15:49:14 +0000

Thanks for the opportunity. My shot at a treatment using the context of parallelograms. https://student.desmos.com/?prepopulateCode=q5hrs

It needs more work. There is probably a need for more practice before the challenge to help identify misconceptions. The teacher is going to need to bring out the ideas about parallels and equations using teacher pacing in the middle screens. In particular the what do you notice and the multiple choice screen need class discussion. The wording on the challenge screen and seeking multiple solutions also needs work. I am not certain it matches the ideas you were hoping for in the original.

By: Sam Hoggard

Sam Hoggard — Mon, 07 Nov 2016 21:19:27 +0000

Firstly, your approach and honesty to refining your activities is wonderful to see. Secondly, here are my thoughts on this; Why the form y = mx + c? Does this form actually hinder the development of ratio between coefficient of x and y being constant for parallel, if the form ax + by = c is used then there may be more scope for “which ones are parallel” type questions and “create your own equation” with multiple equations satisfying given conditions.

I look forward to seeing what you do with this activity.

By: Sherrina Clark

Sherrina Clark — Mon, 07 Nov 2016 19:25:03 +0000

Asking students to state what they already know about parallel lines might be a better start. Also including something concrete (a story, a model) for students to follow would be great. The abstract “play around with the sliders” when students don’t know or don’t have anything concrete to represent those sliders is confusing. I would suggest to ask for a guess or prediction on “what” makes lines parallel before manipulation. That way, students can see if they were correct in their thinking.