Having done some conceptual slope introducing, we try to apply it to a couple different scenarios.
It’s always fascinating to see how the kiddos make sense of slope. Some know the formula from prior classes and just plug it in. Some look at the graphs and painstakingly count out the numbers for the rise and run.
Some members of this particular group knew the slope formula and applied it in an interestingly complicated way. They got the right answer, so… (I’m still making sense of it)
What do you notice? What do you wonder?