Sometimes I find authentic data, but it doesn’t necessarily have an obvious conflict. The measurements of the Great Pyramid are cool, but where’s the conflict? What draws students in if they’re not inherently interested in pyramids?
Discussing types of conflict is a great first step towards building a strong narrative. Although the term conjures up images of ninja battles for many of our students, conflict can take on many more sophisticated forms than physical fights.
Struggling math students shut down when they’re smacked with a mouthful of academic vocabulary right away. So lower the barrier of entry. Ask students to identify the conflict between two shapes, rather than defining “congruent sides” and “bisected diagonals.”