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
choose equation –
plug in numbers –
give answer route. At least it provides some variety.
Hand out any equation and then ask students to write a question to which the equation is an answer.