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This worked really well - just needed to tweak the language as "eliminate" led students to use the process of elimination taught in IGCSE which was not ideal! Students were much more independent and able to generalise and explore what they noticed. The number of examples was perfect and students were able to begin generalising without support. Some teacher input needed in layout and getting them to compare the "raw" version of their cartesian equation with the vector equation as many were getting it into the form y=mx+c first

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Perhaps a hybrid, the great thing about not going on the laptops is that the technology will always work.
No technical difficulties.

We can start of by getting them to investigate examples we set instead.

We may have done it a bit backwards, the success of the lines investigation may be because we came up with the examples. If they were tasked with that, it would have been equally confusing.

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Needed to emphasize that a clear and logical presentation is necessary for easier generalisation and conjectures.

Some students went off track by going too complicated and the key learning is to keep things simple and to state some of the more obvious findings.
- They needed to make smaller scaled conjectures and test their validity.
- Perhaps to encourage the smaller conjectures, a postit wall with mini conjectures should be available on the wall. With a competition for most interesting and most numerous reasonable ones.

Too much waffle in descriptions.

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A good start but needs more than 1 lesson. It really highlighted students' lack of ability to think through and use the evidence provide. Many wanted to generalise too quickly

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Had students spend extra time on this and extended to 3D. Reflected on lesson with Jimmy and we redesigned how we would approach this in the future - using Geogebra where the vectors are set and students can easily manipulate them - much of the challenge was having them use a good variety of vectors. Will upload the files and accompanying worksheet here when developed.

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Adapted the task from Jennifer Wathall. One lesson was not enough so I will continue with this tomorrow by having students create many more examples of vectors and extend their conjectures to 3D and writing a generalisation. I will have them write this up as a mini exploration to develop their communication skills.

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Taken from concept based workshop