My Math 8 students have been exploring linear functions. These kiddos learn about rate of change and initial value in contexts where slope-intercept form reigns, leaving other linear forms to be emphasized later in Algebra 1. We’ve also landed planes and launched marbles, but I felt an emphasis on graphing by hand would be a good warm-up today… just to be sure, after all of our tech explorations, that students *still* knew how to graph if the skill being assessed was such.

As students grabbed rulers and worked alone while I took attendance, I walked around, and gave them several minutes of individual work time. To transition, I grabbed a clean warm-up sheet, plopped at the document camera, and asked for volunteers to explain to me, step-by-step, how to graph each function.

Except, I told them I would be a 6-year-old and that I would be doing EXACTLY what they told me to do. Literally.

Whelp, I can’t express through a post all of the silly things I did, and all of the laughs we had. I took their instructions very literally, and they howled, eventually leading me to graph each line correctly. When I transitioned back to “myself” they begged me to be “the baby” again as they explained various problems to me in extreme detail.

There was no lack of volunteers here. As a matter of fact, they were BEGGING me to call on them.

*Could “the baby” help develop precise language with a math concept you’re working on? *

** Note: Sense of humor required!** 😉

Reminded me of this “Exact Instructions Challenge” and all of this could be extended to this week’s Hour of Code. 🙂