Today the 10th graders turned in their free quiz (not graded, just feedback, take-home). It was our 5th class together, and we are getting close to finishing our Constant Velocity unit.

The other day, one of my students had a side conversation with me about the graph from this problem:

She said that it reminded her of the tortoise and the hare. We talked about it a little, and we decided it didn’t quite fit because the faster person wins and they don’t start in the same spot. I suggested she draw the real x-t graph for the tortoise and the hare, and we left it there.

Today, after she turned in her quiz, she told me that she had done the tortoise and the hare graphs on the back. It was already buried in the pile, so I didn’t get a chance to look at it until after class.

Wow! Sure, there are a couple of things to fix (like symbols (d should be v, for example) and spacing on the motion maps), but she’s really got the big ideas of how these graphs work. She was able to make up her own problem and apply what we’d learned to make sense of something else she knew. What a cool thing to do! And here is a student who, just two classes before, was feeling a little overwhelmed and confused with all of these new ideas. What a way to respond to confusion. How did I get so lucky to be teaching these people? I can’t wait to start forces with them next week.

### Like this:

Like Loading...

*Related*

This is truly a breakthrough for this student . . . you are lucky to have them, and they, you.