##
* *Reflection: Organizational Systems
Mile High! - Section 4: Bell Ringer

Please see the resources I have included for this reflection. One image is the original set up that I had for Individual Think Time Seats that doubled as Pair Up Time seats. You will notice that I had the desk and tables set for cooperative grouping. I assigned seats on the first day according to gender. I wanted a equal amount of girls and boys at each table. This was really because I needed to get to know who were the thinkers, talkers, doers, and do nothings. This reflection is really after several weeks into the school year, however my thinking started on the day of this lesson to change how the seats were arranged. After today's lesson, I noticed that in time this set up could become a social nightmare. I noticed the students love to have mathematical discussions, however the second there is transition time, a call has come through, a visitor pops in at my door, many students begin to chatter about things other than math. I wanted to create an environment that during I.T.T students can be separated from their peers to get the true individual think time needed, but also a seating arrangement that can transition to P.U.T quickly. The new set up is more individualized but with the flip of a chair they are able to be in P.U.T quickly. Changing the set up as diverted from unnecessary conversation, as well as monitoring when students practice MP 3 before grappling with the problems on their own. Eventually once the classroom culture is established 100% I will want students to seek out their peers without me having to give them a specific time to do so. Until then, I want to be sure the culture is being built with expectations and true understanding of the practices.

*Organizational Systems: A revelation into I.T.T and P.U.T seating.*

# Mile High!

Lesson 4 of 6

## Objective: SWBAT engage in mathematical practices to help solve a task based review problem.

**Opening Side Bar Notes: **

There will be task based problems given to the students throughout the course of the year consistently. In this course you will see example problems adopted by illustrative mathematics at least 1 per unit. The task I chose for this lesson is a review from 6^{th} grade. (6.NS.C.5) I chose a review question because I want the focus for the opening week to remain on the students truly engaging in identifying the mathematical practices, and not feeling so overwhelmed by the task that they shut down and don't try at all. This will be an awesome assessment to see what your students are bringing to their 7^{th} grade experience from 6^{th} grade.

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The objective of this lesson is to continue to build consistent engagement with the mathematical practices. I am including open-ended question examples that will help you in their engagement during the task.

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#### Bell Ringer

*10 min*

**Bell Ringer**: The bell ringer will be used for **Individual Think Time (I.T.T).** As you greet your students at the door, hand each student the task sheet. Pump the students up for the day by letting them know they will be doing a task that will show off their skills to pay the bills. You can let the students know that this is their time to shine because the task is based on what was taught from 6^{th} grade. They will feel empowered and ready to tackle the task.

For this portion of the day, give students 10 **I.T.T** minutes. For students to actively engage in **MP1 **during I.T.T, they should feel like that detective from day 2’s lesson and actively look for clues to solve the problem, understand that mistakes are the way we learn and thus ok, think about and try several ways to solve the problem, and reflect about what the problem is asking. The questions you can ask during this time are, “What do you know about the problem?” “What is being asked?” “What problems have you solved before like this problem?” “What might be several ways you can solve this problem?” “Could you use a number line to help you?” “If so, how?” “Could you use an illustration to help you?” “What made you use that strategy to help you?”

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#### Student Activity

*20 min*

**Student Activity**

Once the students have had about 10 minutes of I.T.T, transition to **pair up time (P.U.T). ** Please allow students 20 minutes to pair up, discuss, and solve the task. During P.U.T time, students will actively engage in many mathematical practices. Instruct students to pair up with a partner. During this time, the students should discuss their thinking with one another and solve the task. During this time students will actively engage in **MP1, 2, 3, 4, 5, 6,** and possibly **7 and 8.** Please see the resource that gives open ended questions that you may ask your students during the pair up time. As students are discussing and solving the task, walk the room checking for understanding. The open-ended questions are a great way for you to engage in the conversations the students are having, and help students stay on task.

#### Resources

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#### Closing

*10 min*

**Closing **

Have students return to their I.T.T seats. Host a whole group discussion. Yes, students will want to know the correct answers to the task. It is important through this discussion that you are affirming correct work and correct responses. The goal of this lesson is to measure student understanding of the mathematical practices used while solving the task. This closing activity should be two fold. Address student thinking and the practices used. The open-ended questions that you used during the visits to the pair groups will also be used during the discussion with the whole group. During this time, students will be able to share out their experiences with everyone. This will give students the opportunity to learn from the group as a whole.

In the final conclusion of the closing, be sure to go through the correct process in solving the problem leaving the students with the correct answer.

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#### Homework

*5 min*

Have students go home and research mathematical practices online. Have students bring back two artifacts that they found most interesting about their research. If students were unable to access a computer from home, you may have these students research quickly during the bell ringer portion on day 4.

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Ok... you know I love your lessons... I will keep commenting... because I have a ton of questions. I am having a hard time understanding your ITT and PUT set-up. Is your room really big so that you can change that quickly?

| 2 years ago | Reply

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