PEDAGOGY

# They can no longer get away with a short, half-hearted response!

![alt text](/filestore/BlogImage/98826d9f-4548-48a4-b728-7820336f671f/0da5fe47-c250-4578-8ee1-63441a3aa207TeacherDiaryblogphoto.jpg "Duncan")
Our teacher diary follows one maths teacher's journey using LbQ. Duncan Whittaker at St Christopher’s Church of England High School gives us a snapshot of its application and its impact in these regular updates.
Class 10.1 - This is a large class of 32 students who are enthusiastic about their progression in mathematics. They enjoy lessons with Learning by Questions, especially its ability to provoke mathematical conversations. They have found the problem solving questions quite a challenge. Their average current estimated grade for the end of year 11 is grades 7-8.
## 6th March 2019
Aim of the lesson: to rearrange a straight line equation to make y the subject using [Make y the Subject of a Straight Line Equation.](https://www.lbq.org/search/mathematics/algebra/straight-line-graphs/make-y-the-subject-of-a-straight-line-equation?keywords=make%20y)
Length of session: 32 mins 57 secs
Number of students: 26
Number of answers: 622
Answers right first time: 78%
##Learning by Questions lesson overview
I started this lesson with 7x - 4y - 11 = 0 to highlight y as being negative and 9x + y = 13 - 3y to highlight collecting the ys together and making them positive.
![alt text](/filestore/BlogImage/98826d9f-4548-48a4-b728-7820336f671f/1767daae-8764-4ce2-946b-2a7e02df3657Lesson13startingslide.jpg "Lesson starter")
### Teacher Intervention
![alt text](/filestore/BlogImage/98826d9f-4548-48a4-b728-7820336f671f/b7707856-cc74-47f8-8462-91dfc3b43243Lesson13.JPG "Matrix")
**Q12. Rearrange the following equation to make y the subject: y/3 + 2x = 4
Give your answer in the form y = …**
I did not address y/3 in the explanation at the start - I should have done! I paused the session and discussed with the class about how to tackle this.
**Q23. Elise says that the graph of 2y = 8x - 10 is identical to the graph of 7 = 4 x - y + 2. Is she correct? Explain your answer.**
I paused the session and showed all of the responses to the whole class.
![alt text](/filestore/BlogImage/98826d9f-4548-48a4-b728-7820336f671f/bfd71581-85e1-46aa-8e46-8a158235b1a4Lesson13responses.jpg "Question 23 responses")
We talked about an example which had the correct answer but no explanation, (“yes the graphs are identical.”) I reminded them that this would lead to zero marks in an exam. We then talked about the good example, with correct answer and explanation (“they are the same line with the same gradient and same y intercept.”) Then we talked about an example with an incorrect answer, (“no because it is a minus on y/2”) and why it was incorrect. This was something I had never done before as I did not realise you could click on the responses to enlarge them. This was a great whole class conversation and something that I will definitely do with the reasoning questions from now on.
**Q25. Hattie thinks that she has rearranged this equation correctly. Is she correct? Explain your answer.**
![alt text](/filestore/BlogImage/98826d9f-4548-48a4-b728-7820336f671f/8b51b7f9-46d9-4586-9f0f-21abf1eb0cb9Lesson13Q25..JPG "Question 25")
Again another blue reasoning question where the pupils have to type in a sensible response. One of the pupils entered, " No because she did it wrong." We talked about why this was insufficient for a set one class aiming for grades 8 and 9 and why it would lead to zero marks with the lack of an explanation.
On reflection, up until this point, I have not been taking full advantage of the blue reasoning questions and I think some of my pupils haven't been answering them to the best of their ability. Now that I know I can click on a response to make it big on the main board, those pupils are quickly learning that they can no longer get away with a short, half-hearted response!
**Q26. What is the x-coordinate of the point where the lines 2y = 8x +6 and 5y = 10x + 45 intersect?**
Pupil A was able to get y = 4x + 3 and y = 2x + 9. I asked her, “if y = this and y = that, what can you tell me about this and that?”
She said, "this and that must be equal to each other."
I said, “yes, exactly that. So what about 4x + 3 and 2x + 9?”
She said they must be equal to one another.
She then realised that she could form an equation and solve it to find x, which is what the question was asking. Problem solved.