This series and the accompanying infograph make for fascinating class discussion. I stripped the graph of most of its identifying features — captions, legends, and titles — tossed it onto my students without introduction or fanfare, and had them intuit those features back to life.
This year, more than any year before it, I am comfortable leaving an interesting question unanswered. This is to say that my students will debate a question like, “Where did people commit suicide most often? The 69th what?” and, as the conversation exhausts itself, they can’t count on me to step in with the answer. This is to say the opposite, that as the conversation exhausts itself, I will shrug and advance the slide to some new work, content to leave the question unanswered.
I don’t have any evidence to suggest this approach to learning will a) increase your Algebra test scores