##
* *Reflection: Positive Reinforcement
Mission Possible - 5 Scenarios in 5 Days: Day #5 - Section 1: Kudos!

**KUDOS #1:** 4th period. In having a student absent from their group for the day, "STUDENT A" asked me if they could use their cell phone to call the missing person to see how they were doing and talk about what tasks they could possibly accomplish from home. This was to ensure that they were ready for the business meeting on the following day. The students effectively and professionally used 21st century collaborative skills, there was not wasted time on the phone, and they are fully prepared for the business meeting. Impressive work!

**KUDOS #2: **5th period. "STUDENT B, STUDENT C, and STUDENT D" all arrived in my room 1/2 hour before the first bell to get help with taking their problem to the next level. The class will see the great work that they have accomplished tomorrow, but I was particularly impressed that each person was willing to come in so early to help "put the cherry on top" of a fantastic effort!

*And the Kudos goes to...*

*Positive Reinforcement: And the Kudos goes to...*

# Mission Possible - 5 Scenarios in 5 Days: Day #5

Lesson 8 of 11

## Objective: SWBAT create equations and inequalities to solve problems. SWBAT represent relationships between quantitates and constraints graphically. SWBAT interpret solutions as viable or non-viable options through the context of the mathematical model.

#### Kudos!

*2 min*

Although we have spent a total of 4 days in this investigation, the students have only had 10-15 minutes each class period to attack the problem. The remainder of the previous classes has been consumed by scaffolding activities. This class is going to give the students most of the period to work. However, as a brief lesson opener, I like to highlight a group (or groups) that I have noticed doing an exceptional job thus far. When I do this type of “shout out” I make certain that I am VERY specific about what I have seen the group doing well. This could range from an exceptional instance of collaboration to an innovative approach to the problem solving required. What would be insufficient, however, is giving students kudos without a specific reason revealed. Vague “good jobs” leave open to interpretation the reasons why, and do not benefit the particular students or the class as a whole.

*I give out free cookie passes (for the lunch room) to these students.

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To close the class period, I reveal the business meeting table assignments for tomorrow. This ensures when the students enter they know exactly where to go and what to expect. We will draw popsicle sticks to see which groups give their presentation first. If you want to save time in revealing the groups, quickly type them out before class on a PowerPoint slide, this way you can also have them posted as the students enter tomorrow.

*expand content*

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- UNIT 1: Culture Building Unit - Welcome to the New Year!
- UNIT 2: Exponential and Logarithmic Functions
- UNIT 3: Sequences and Series
- UNIT 4: Statistics: Something for Everyone
- UNIT 5: Review Lessons
- UNIT 6: Writing Prompts in Mathematics
- UNIT 7: Trig Tidbits
- UNIT 8: Functions, Problem Solving, and 21st Century Skills
- UNIT 9: Polynomials and Problem Solving
- UNIT 10: Probability
- UNIT 11: Imagine This! Imaginary and Complex Numbers
- UNIT 12: Let's Explore Radicals!

- LESSON 1: Mission Impossible: Roll Out
- LESSON 2: Mission Impossible: Day #2
- LESSON 3: Mission Impossible: Mission Complete!
- LESSON 4: Mission Possible - 5 Scenarios in 5 Days: Day #1
- LESSON 5: Mission Possible - 5 Scenarios in 5 Days: Day #2
- LESSON 6: Mission Possible - 5 Scenarios in 5 Days: Day #3
- LESSON 7: Mission Possible - 5 Scenarios in 5 Days: Day #4
- LESSON 8: Mission Possible - 5 Scenarios in 5 Days: Day #5
- LESSON 9: Mission Possible - 5 Scenarios in 5 Days: Business Meetings!
- LESSON 10: Problem Solving Assessment
- LESSON 11: A Confidence Builder! Problem Solving and Reflection