## Giving equations and asking questions

Teaching Guidance for 14-16

#### Working backwards can promote thinking

Starting out at different points in a conventional presentation, then working backwards and forwards from those, can result in illuminating discussions.

You could select an equation, such as: 30 kilogram metre inverse second = velocity × 50 kilogram, and get students to write down a question to which this could be the beginnings of a solution. Group work, where students assess the reasonableness of each other's claims, leads to lively discussions.

Selecting suitable equations can lead to a much deeper understanding of the significance of such relationships than is engendered by the question

– choose equation

– plug in numbers

– give answer

route. At least it provides some variety.

**Teacher Tip: **Hand out any equation and then ask students to write a question to which the equation is an answer.