If someone is trying to curtail their use of profanity, they might set up a Swear Jar. Every time they use a swear word, they deposit an amount of money inside the jar. Since there are a variety of swear words, the incentive is to consciously be aware of your profanity with the intention to minimize your profanity and find other (less colorful) ways to communicate.
I'd like to introduce the idea of a Polygraph Vocab Jar when playing Desmos Polygraph activities. Whereas the Swear Jar might have a negative connotation to it, I see the Vocab Jar as having a positive connotation. The purpose of the Vocab Jar would be to invite and encourage students to increase the frequency of use and variation of math terms when playing Polygraph activities. Check out what I mean in this video:
You might rememberI blogged about the power of Command-F (Mac) and Control-F (PC) when finding a specific term within Desmos activities. I'm utilizing the same tool here when looking for specific math terms in student conversations when playing Polygraph. I also like the idea of keeping track of the frequency of terms used from the word bank. If you want a math swear jar, I added two columns to keep track of taboo words. On a related note, I recently blogged about word banks and taboo words in Polygraph. Check it out.
In the video, I mentioned the idea of having some incentives in your math classes. For example, if you're a single-subject teacher and have multiple sections of Algebra, you could turn it into a friendly competition between class periods. The class with the most variation and use of terms from the word bank with successful polygraph games gets [fill in the blank].
As much as I love the Command-F feature to find terms on a webpage and keeping track of them in a Google sheet, I would love to see a Vocab Jar integration into the Desmos Polygraph. I think it would be a valuable tool for teachers to continue their formative assessment of student conversations and use of mathematical language.
What do you think?
If this is something you would find useful, would you send a +1 to Desmos for me?
If you have a way to improve this idea, leave a comment below and Cc desmos.
Yesterday, I co-taught an integers activity with a colleague. It was a blast! Before I share the lesson, I'll back up and give the backstory on the context. During winter break, I ventured over to Brian Head, Utah to do some snowboarding. I knew it was going to be cold so I went into the trip with the intention to frequently check my phone's weather app and take screenshots of temperatures. I figured I might be able to make an activity out of it and/or use it with 6th graders at some point when discussing integers. (official lesson page with resources)
My fellow displayed this slide and asked, "What do you notice? What do you wonder?"
(the 3 in the lower right is the slide number)
Students noticed and wondered great things. Here are just a few:
What's the temperature at 9am?
Why is it warmer on the days it is supposed to snow?
Thursday is the only day with a negative temperature.
It's 4:13 am.
It's zero degrees at 5am.
It's cold!
How cold does it get?
We established that -4 degrees Fahrenheit is cold, below zero, and the temperature at 4:13 am. Let's plot this on a vertical number line today, just like a thermometer. Does -4 degrees go above or below -5 on the vertical number line?
I told students that we're going to show them five more times and their temperatures throughout the day. Most importantly, I asked students to first predict the temperatures at those given times (tap into student intuition). Here are the times:
6:00 am
7:00 am
9:30 am
2:30 pm
8:00 pm
Essentially, we're tapping into student intuition, a free resource in our classrooms. I want them to predict the story of temperatures and degree change for the remainder of the day. If anyone has experienced winter weather, they know it gets cold at night and warmer during the day, possibly peaking midday. It's a small part of the activity to keep it moving along and gain student investment.
Here come the temperatures. For each time and temperature revealed, here's what were going to do:
Plot the temperature on your vertical number line.
Find the degree change between the last temperature given.
At the end, we'll find the largest difference in temperature during the day.
Here's a few of our whiteboard representations:
This was a simple and fun context to work with integers and the vertical number line. I also took screenshots of the temperatures in Celsius and might be able to make a Math 8 activity out of it. Here's the desmos rough draft.
The best part for me (as a teacher) was listening to students make sense of the temperature changes and explaining their thinking. There were so many opportunities to help students with their vocabulary. For example, when asked, "what's the difference between 12 degrees and -8 degrees?" it was interesting to hear how students wanted to change -8 to a positive in order to add it to 12. There was our intro to absolute value and a number's distance from zero. Love it!
One student came up to me on his way out and showed me his paper,
"Hey Mr. Stadel, I predicted the temperature correctly for each time!"
High-five!
I asked, "Do you want to pick my Powerball lottery numbers for this week?"
He declined. Drat.
Last summer I tried Barbie Zip Line and reported the experiencehere. I also supported a handful of Math 8 teachers interested in Barbie Zip Line during the school when they explored the Pythagorean Theorem. I have to admit, with every experience, it always felt like it could be different, possibly better. This year, I went a different route and Part 1 just documents what I've done so far. Part 2 will be the conclusion.
First, I avoided the Pythagorean Theorem (for now). On Monday, my students already knew we would be starting Barbie Zip Line on Thursday. That was about as much information as I revealed. Everything else was structured to elicit as much student insight, information, and ideas as possible.
I started by projecting this slide:
Students discussed in their groups and a few shared whole group. I jotted down a few quick notes:
I love this informal language. Would this be an opportunity to work in slope? Maybe. I wouldn't force it as I'm confident we'll have plenty of other opportunities.
Me: Has anyone her gone zip lining before.
A few hands go up.
Me: How would you describe it to someone in the class who has never been?
Katherine: Awesome!
Me: How would you describe what zip lining is to someone unfamiliar to it?
Katherine: You wear this harness. You ride down a line...
Mateo: You have two cables attached to you in case one of them breaks, there's a backup. Someone pushes you at the beginning and you ride along a cable...
Me: Great. Thanks. Would it help if we saw pictures or video of someone zip lining to give everyone a better perspective?
Me: A good business model will provide their customers with a safe and thrilling experience. Therefore, I'd like you all to fill out this Google Form with the following prompts and questions:
Briefly describe the characteristics of a DEATH zip line.
Briefly describe the characteristics of a BORING zip line.
Briefly describe the characteristics of a JUST RIGHT zip line.
What information would be useful to know when building a zip line?
If we had a small scale zip line in class, what data can we collect from the small scale?
I'm fascinated by the results. I learned I need to truly value, trust, and use my students' intuition way more often and when launching a lesson/activity. Check out their results here. These results will help guide Desmos Part 2. However, first we need to do Desmos Part 1.
The actual zip line quad.
Desmos Part 1
Students go to this Desmos graph and quickly create three zip lines.
Once they are done, they head over to this Padlet page and post their Desmos graph for their classmates (and me) to see.
Desmos Part 2
*I will post what students do in Barbie Zip Line (2015) Part 2.
Before going outside, students begin doing a small scale version of the zip line inside the classroom. Here are the materials:
*If you go the route of the Pythagorean Theorem, adjust your table accordingly.
Here's a handout for each student. After collecting their data, students will be expected to draw a pretty descriptive scale picture of their zip line on this handout. They'll also need to predict how long it will take their doll to complete her zip line ride.
As you can see from the handout and expectations, I'm placing a big emphasis on the following:
Scale
Proportional reasoning
Rate of change (or slope)
Rate
No mention of Pythagorean Theorem. Find out if it stays that way in my Barbie Zip Line (2015) Part 2 post, next week.
Zip 1,
1011
P.S. Most importantly, my son was really excited to visit my class today and partake in the Barbie Zip Line adventure. I was really excited too. DUH!
Do you remember when I blogged about theUltimate Task for Vertical Planning: Stacking Cups? If not, feel free to check it out at your convenience. I've got another task for you that can be used at multiple grade levels: Dan Meyer's Taco Cart.
When asking:
Who will reach the taco cart first?
there are so many mathematical opportunities awaiting us. Here are a few:
Math 6 (maybe Math 7)
Pass out this handout during Act 2 and tell students you will only give them one dimension. Choose wisely.
Read more about this great technique onFawn's blog post about Mr. Meyer's Taco Cart.
It simply is brilliant. Students are measuring the dimensions (distances) on the paper and using proportional reasoning to figure out the real life distances. I recommend students use centimeters when measuring the dimensions of the triangle on the handout. I really enjoy this technique.
Math 8
If you're a math teacher and you see the picture Dan provided for Act 2, your intuition will most likely steer you in the direction of the Pythagorean Theorem. Go for it!
Geometry (HS)
Let's say you have already used Taco Cart during the year to apply the Pythagorean Theorem or Distance Formula (Desmos). How about we extend the mathematics and look for more right triangle relationships in Taco Cart. I noticed that the hypotenuse is about twice the length of the shorter leg. Let me connect that to the context of the story: Ben's distance is about twice the distance Dan travels in sand. That's right, Dan gave us a 30-60-90 right triangle. Pro skills there, Dan.
*I'm not saying the 30-60-90 relationship is the most intuitive, but we'd be helping students make connections with previous learning.
Algebra and Beyond
As you move into the sequels provided on the website, there's a lot of higher level math. Depending on the question, the problem-solving is fun. I worked with a high school group of math teachers who found it extremely challenging to solve the question:
What path to the taco cart would take the least amount of time?
Overall, this is such a fun and meaningful task. Dan has given us a treat! Today, my students did such a great job arguing, sharing theories, identifying variables, and using their intuition even before I unveiled any information from Act 2. It was awesome! I'm avoiding the use of the Pythagorean Theorem this round. I went Fawn-style by giving students only one dimension on their Act 2 handout. So good!
Starting next week, I'll be back in the classroom with my own roster of students. I'm super pumped and plan to be really active on this blog... I plan to do a mixture of blogging about ideas before I use them with students and after I use them.
I need to quickly learn the names of my students on Day 1, especially since I'll only be with them for only 20 days. I'll probably do the Name Tent activity and Class Height activities found here. However, I want to establish some mathematical tones as well. For example, most tasks/activities will require students to:
make guesses (too low, too high, just right)
submit data
collect data
sort data
use the data
measure
problem-solve
make predictions
use technology
How much is your name worth?
If each letter of the alphabet was worth its place in the alphabet, how much is your name worth? For example:
A-N-D-R-E-W would be 1 + 14 + 4 + 18 + 5 + 23 = 65
Figure out how many points your name is and submit it here:
What name will have the lowest points?
What name will have the highest points?
What will be the class average?
If this is golf, the lowest wins.
If this is basketball, the highest wins.
If I want the class average, what would that be?
Students will submit their values using Google Forms.
We learn how to sort the data in Google Sheets.
We can answer our questions.
We can use the data to predict the value of the next person that walks into our class, or the principal, or a parent, a stranger, etc.
This should not necessarily last that long, but there will be parts of the process that will be important to being more successful and efficient during our time together.
I haven't done this activity, yet. If you try it out, please report back or offer suggestions. Thanks!
Competition:
Who is the fastest Sticky Sticker?
Translated: Who is the quickest at covering a 2-dimensional shape with sticky notes?
Materials:
Whiteboards
Stickies
Blue painter’s tape
Scissors
Timers
Break students into groups.
Have them time each other sticking 10(?) stickies somewhere (whiteboard, desk, etc.).
Determine who is the fastest Sticky Sticker of the group.
Use their cell phone stopwatches as timers
Use some type of table to predict how long it will take each person to stick different amounts of stickies and write an equation.
Have each student determine their rate.
Reveal the playing fields
First, without the dimensions, of course.
Muster up some trash-talking
I bet you I could beat anyone in here with one-hand behind my back.
I might even give you a head start.
I could beat you blind-folded.
Have them write down guesses as to how many stickies will cover each shape.
Have students guess the dimensions.
Have measuring tapes out for students to measure their shape.
Have all groups figure out how many stickies are necessary for each shape. All dimensions given in inches.
Square (24x24)
Rectangle (21x27)
Triangle (27x24)
Parallelogram (24x18)
Trapezoid (b1= 27, b2=21, h=18)
Circle (d=18)
*The following is where I start thinking out loud and not entirely sure what makes sense since I haven't tested this out with students. Feel free to try it out and please report back.
Have each group randomly pick a shape.
I'm going to predict that some students or groups will complain/gripe about receiving anything other than the square or rectangle. That's where the scissors come in.
Give each group the amount of stickies they calculated for their shape
Include a couple(?) extra stickies for a mistake?
Give scissors to every group, but the square and rectangle groups.
Groups who don’t get the square or rectangle must cut their stickies to fit inside
The Circle group(s) should maybe get a little bit of a cushion (modification).
The square and rectangle groups need to be challenged while they wait.
They can help other groups prepare or figure out a reasonable head start.
Should certain shapes get a head start?
Should the head start be:
time?
stickies?
Can we modify any of our equations from above?
Ready, Set, GO!
I’d love to see each student participate in the competition. At first, it might appear as though each group picks the fastest Sticky Sticker, but I’d love to make this competition a relay race.
Have each group divide their total number of stickies by the amount of group members
Each group member should stick about the same number of stickies.
Groups determine the order (strategy)
Could we graph what that might look like?
*At this point, go back to the blog posts by Al and Jon for more tips.
Determine how the head starts will be determined.
Blow the whistle and get kids sticking those stickies.
Congratulate the winners. Take selfies. Play your national anthem...
Round 2
Who can take the sticky notes off the fastest?
Useful Math:
Area of various 2-D shapes
Ratio of stickies stuck to time (or time to stickies)
Rate
Unit rate
Writing an equation to model the rate
Using the rate to predict how long it will take
Possibly graphing the data (or “constant of proportionality)
Translate (graphically) the equation above to account for the head start
Piecewise functions for different members of the group.
Decompose square units in a defined area
Let me know if you're going to try this one out. I will probably test it out in a few weeks during my summer course and report back here.
I had breakfast at a restaurant this weekend and noticed the ketchup bottle on the table. You know, the bottles that are red plastic? That are supposed to appear full? I always get a kick out of these bottles. Here's why..
I immediately wonder how much ketchup is in the bottle?
Take a second to think how almost any answer is pure GUESS.
WHAT information would you want to know here to make an estimate and not a guess? HOW would you go about getting the information to make an estimate and not a guess?
The second I do this...
I know WAY more information. It's no longer a guess.
Think of other senses that could be used to make a better estimate.
*One scenario would be something along the lines of me watching the customer(s) before me to see how they held the bottle. How did they shake the bottle? How many people at the table used ketchup and how much?
But that's just plain weird...
Sure, pick up the bottle. Formulate an answer and be ready to back it up with a reason. Don't skip this reasoning part. The bill depends on it!
Let's now move to the answer. Let's say we have more information now.
How would you describe your answer?
How might someone else describe their answer?
Could we say any of the following?
It's half full.
It's about 3 squirts.
It's two-thirds empty.
It's about a pound.
I could eat 5 french fries with that.
It's about 8 ounces.
[insert other]
Here's where specificity matters. How should we agree to quantify the amount of ketchup in the bottle? Should we agree at all?
This ketchup bottle context is one of the simplest contexts I've come across in awhile. Here's why:
The question is straightforward.
You demand more information to do anything better than a pure guess.
With one small piece of information, your guess should now be an estimate!
In case you're wondering about the time of day, I don't think it really matters here. The bottle was about a quarter full and this was at breakfast time. It's not like someone went around the night before and filled every ketchup bottle. Which begs the question:
Is it more efficient for an employee to go around lifting all of the ketchup bottles to determine if it needs refilling or should they just wait until a customer says, "The ketchup bottle is empty, can we get a new one?"
Why haven't you seen more Estimation 180 challenges that deal with weight, density, etc? They're tricky to capture. I wish I could fix that, but I digress. I'll put that onus on you.
My charge to you is:
No matter what grade level you teach, bring in an item like the ketchup bottle. Ask a simple question where the answer is pure guess and students demand more information to make an estimate. Literally, keep track of all the questions/demands students formulate. Report back.
Classroom (or lesson design) application:
Design lessons with less. (notice "less" is in "lessons")
Ask straightforward questions that demand more information.
Use information to move away from guesses and into estimates.
Is it more effecient to go around asking our students what they're stuck on and re-filling them with information or should we wait until they realize their stuck and we help them get unstuck?
Lots for me to think about. Feel free to chime in with some advice. Thanks.
Ketchup,
1248
P.S. This reminds me of one of my favorite jokes:
A momma tomato and baby tomato are walking down the street. The baby tomato falls behind because it's going slower. The momma tomato turns around and stomps on the baby tomato, yelling "Catch-up!"
Some cool stuff happened this week. Well at least I think it was cool.
Monday:
One of my math fellows was observed by other math teachers from our district. He was starting a new unit with rational and irrational numbers, focusing on 8.NS.1 and 2. I might be wrong, but pretty dry stuff… here’s how we spiced it up a little.
We did a pre-assessment using the Post-It Plus app. Yes, my obsession with Post-It notes has gone to a new level: digital. We created a file within the app, posted it on his Haiku calendar, and had the students download the file into their app on their iPad.
Students first worked individually to sort the terms from least to greatest for a few minutes. Since his students are grouped in fours, they then narrowed it down to one iPad screen they thought was most accurate. (Quick demo)
*Reflection: we should have had students paired up first, discuss, and narrow it down to two screens for the entire group. Next, the whole group of four students would discuss and narrow the two iPad screens down to one screen for the group.
Once each group settled on a screen they felt most confident with, they took a screenshot and uploaded their group’s screenshot to the Padlet page my fellow created for them.
My fellow used this Padlet page to assess the overall climate of the class (without teaching them a single thing). He used this real-time data to have some really rich conversations and share-out of ideas from students.
Remember to tell students:
It’s okay if you’re wrong.
Make your best guess.
I just want to see what you already might know.
Flash forward to Friday:
The previous weekend I asked the same fellow what he thought about playing War with rational and irrational terms. Side note: I play a few card games with my young son and one of them is War. My fellow thought the idea was epic. He ran with it. Here how he made it awesome:
2 people played War while the other 2 people recorded and were the judges.
The next round, the roles were switched.
There were 3 rounds.
Each round was 6-10 minutes
He stopped class and made a spectacle whenever two students were at war.
The third and final round was between the winners of the first two rounds.
I asked if I had his permission to share the cards and he said, “Sure.”
Tuesday:
Another fellow asked me to model Stacking Cups in their first period class, which ran less than 45 minutes. My fellow requested I complete the task with students in one period. I explained that I’ve never “finished” the task in one period because there is so much to explore and learn in the task. I respected the request and tried to cram it into one period. I spent too much time launching the task.
Act 2 (the best part) felt rushed and we still didn't finish. My fellow and I debriefed and made some adjustments so she could finish it with her next period. She stuck to the adjustments and did a fantastic job facilitating the task. The students were doing awesome and amazing math during Act 2… and what do you know? The class was over. I love that my fellow was going to revisit the task the next day. Could we have spent another day on the task? Yes. It’s a starting point and I’m very proud of my fellow for trying out something new and doing a great job. I’d say the sweet spot would be one-and-a-half days for this task...
*Side note: I encourage you do styrofoam cups earlier in the year, and use Stacking Cups throughout the entire linear systems unit.
Thursday:
Another teacher wanted me to model Stacking Cups as well. When we sat down to plan, she was totally cool with spending one-and-a-half days on the task. Great news!
I launched the task, used a Padlet page to capture what they noticed. I asked the question, "Where will they tie?" and used a Google form to collect their guesses (see my post on using Google forms to collect student thinking). We gave each group only 4 white styrofoam cups. Students were making tables, or writing equations, or some were even wanting to graph their equations. Interesting note: some students started their table with zero cups having a height of 9.2 centimeters. The teacher had only taught graphing systems, so students were already thinking ahead to substitution. It was awesome. She did a wonderful job facilitating her first 3-Act task. We didn’t finish the task in one period, but it felt right knowing we had another half-day to wrap up the task.
Back to Friday:
After work, I started putting the meat in my upcoming session, Math Mistakes and Error Analysis: Diamonds in the Rough. Although I will be showcasing a couple ways I’ve had success with error analysis with students, I love that I’ll be showcasing some awesome work and contributions from:
On the drive home tonight, I was listening to RadioLab's most recent podcast entitled, Worth. (Thanks Justin) At the 17:45 mark, one of the producers shares her story about going out on the street and asking people the question, "What is a year of life worth?"
Take a second to think about this question.
...
...
...
...
...
...
Would you immediately have an answer?
Would you want to know more information before answering the question?
What questions would you ask before finally coming up with an answer?
I totally see this as one of those questions that produces many more questions. Right?
If you are curious, ask your students this same question, "What is a year of life worth?"
Just take a moment to learn from (and listen to) your students what they have to think of, share, argue, discuss, etc. I would guarantee students will raise so many questions and points. Is this a fake-world question? Can you imagine a question more specific to your content area that would spawn a rich discussion like this? I think Mathalicious does a fantastic job asking powerful questions in their lessons. Let's play a game here. Play along, won't ya?
The challenge: How can you take standards and concepts in your math class, and ask questions that almost get a similar response to the question above?
Let's call them, "Your life depends on it." questions.
Here are three images. What "Your life depends on it." question you would ask for each?
Again, what "Your life depends on it." questions would you ask? If any?
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... I'm not saying mine are awesome. I simply think in order to answer the question, students would want to know more information. Ask more questions. Make guesses. Construct a model. Use math to make strong predictions, and more.
Crystal (colleague) and Lynda (fellow) wanted to know more about this. So here's the story:
The previous week, I met with one of my high school fellows who teaches Algebra to freshman. As with all my fellows, it's been an extreme pleasure to work with her because she's hungry for ideas and will take suggestions and run with them. It was so cool to walk into her class this past week and see her running with an idea, again.
She had already taught her students ways to solve linear systems; graphically, substitution, elimination, etc. On this day, she prepared six short videos of her solving linear systems and linear inequalities using Educreations on her iPad. Students were to watch the videos and do error analysis, reporting the following on their handout:
Identify the mistake(s) for each question.
Explain what should have been done.
Fix the mistake and complete the question correctly.
Each video was between 60 and 90 seconds in length. We both discussed what we thought would be most effective for her students and short videos was a must. Have you ever noticed how the majority of Khan videos can be extremely lengthy? Sal Khan usually talks (and repeats himself) while writing things on his digital blackboard. To me, that's a waste of someone's time. It's like you watching me type this blog post while I reread every sentence two or three times, stalling so I can finish typing. Another thing I can't stomach in Khan videos is when he fumbles around searching for colors to write with. Lastly, I find it unfortunate that the videos rarely suggest the viewer to pause and consider what's happening. Here's an example. Sorry, here's a 9+ minute example:
I suggested my fellow pause the recordings often and write the equations "offscreen" when not recording. Then, press record again when she's ready to talk and/or write something important on her screen. She also took advantage of this offscreen time to select different colors in order to emphasize different equations, steps, lines, or shading (linear inequalities).
*See the video structure below with suggested notes and style points.
It took my fellow one prep period on a minimum day to create six videos, a supplemental handout, upload the videos to Educreations, and create hyperlinks on her Haiku page for students to access all the videos. That's super impressive. Talk about an activity with meaningful and HUGE return from an efficient investment in her prep time.
When debriefing with my fellow after class, she was completely ecstatic.
I asked her, "What elements made this awesome?"
She replied:
it was video and new
they liked figuring out someone else's mistake
the videos were short
students could pause, rewind, and start the video over
using Desmos to show a graph of the original equations at the end (comparison)
gave students the idea to use Desmos to check their work/answer
self-pacing
very little hand-raising or students drowning
the videos were easy to make
she passed out the handout and said "go" instead of modeling
the handout had a simple structure
the students did most of work, not the teacher
I love this last element the most. The two of us talked about this specific element the previous week. Now she experienced it first-hand and it's an amazing feeling. As an observer, it was awesome to see the students working hard on a meaningful task and helping each other out so it allows her, the teacher, opportunities to calmly circulate and provide support where necessary.
Student engagement and interest were high. Discussions were plenty and authentic. Students were thriving using thinking skills in the "Analyzing" category of Bloom's Taxonomy or Strategic Thinking category of Webb's Depth of Knowledge. Here's a tip I suggested when I noticed some kids plowing through a video and hadn't caught the mistake: pause and make predictions. The video structure will explain pausing and predicting more.
Video Structure:
Part 1:She takes about 8 seconds to explain her plan
*All of this was written on the screen prior to her pressing record. Style points.
Part 2: Multiply the top equation by (-5) in order to eliminate the x-terms
*Here's where we need to ask students to pause and predict what the top equation will look like after being multiplied by (-5).
Model this for students.
Build "pause and predict" prompts into the video.
Circulate the room and ask students to pause and predict.
SO valuable. Don't skip "pause and predict".
Part 3: Write the new equations "offscreen". Don't record yourself writing these equations.
*Notice the new equation is written in red ink. Style points!
**Pause and predict what it will look like when combining the equations
***Catch the mistake?
Part 4: Combine the two equations.
*Another great use of "offscreen" writing.
Part 5: Find the value of y.
Part 6: Substitute the value of y into one of the original equations.
*Yet, another use of "offscreen" writing here. Part 7: Solve for x this time.
*Ask your students to check for reasonableness.
**Find an alternate way to validate (or invalidate) their conclusion.
Part 8: Insert a screenshot of the system graphed in Desmos.
*Mind grenade: the graph doesn't match the algebraic procedure.
**HUGE style points by inserting a visual representation of the correct answer.
For those of you who don't have 1:1 devices in your schools, no sweat. I still recommend you make a video of some sort. Borrow an iPad from someone. Create an Educreations video for error analysis. Use the tips and techniques mentioned here. Your videos should be less than 90 seconds. Play it to your class. Pause the video to have students make predictions and/or discuss possible errors. I guarantee you, good things will happen.
