What feedback would you write on this kid’s paper? Why?

(Thanks, KN!)

We’ve been studying graphs of rational functions in Precalculus.

Me: “Take 1 minute with your group: what will the graph of y = x/(x+1) look like?”

One group, during discussion, asserted that it had to be a line, using a sort of process of elimination: it’s not a parabola, it’s not cubic, it’s not a hyperbola.

Interesting, right? Why does this seem like a linear equation? I guess that it sort of looks like one…

You grade these tests on Sunday, and you see these kids on Monday. What does the lesson plan look like?

For more context and analysis, go check out the blog from whence these came.

Selected by: Christopher Danielson

Question: What’s up with this? Why does this piece of student work matter? Does it?

What does the student know, and what does he misunderstand? How would you help?

Today’s submission comes via Christopher Danielson, who blogs at Overthinking my teaching.