Road Trip

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Objective

SWBAT use reasoning along with operations with rational numbers to solve problems.

Big Idea

The big idea is that students are combining skills learned with thinking and reasoning skills to make decisions to solve problems.

Launch

10 minutes

To start the class, we will use a strategy called “My Favorite No”

To address the Problem of the Day, students will write the response on an index card. I will collect the index cards and sort the answers into two piles, in front of the students. The piles will be for YES and NO. The YES pile will be for the index cards with the correct answer. The NO pile is for the cards with the wrong answer. Then, I will go through the NO pile and choose the card with my favorite NO. My favorite NO will highlight a common mistake being made. I will copy the entire card under the document camera or onto a SMART notebook page to solve in front of the class.

Problem of the Day: The airport shuttle charges $5 per passenger for the first 3 miles, then $.75 per passenger for each additional mile. Find the total cost of a 7-mile shuttle ride to the airport for 3 people.

Explore

25 minutes

Students will receive the Road Trip worksheet and respond to the first question individually. I will allow about 5 minutes to finish the question before we discuss it as a class. As we share how to solve, I would like to see more than one way to approach the problem. So even if the entire class has the correct answer, I want to talk about the differing entry points to solve the problem. Did they find the cost of the large taxis first? Did they find the number of people in the large taxis and subtract to find the number left first? I want to know how they start a problem so we can apply that reasoning (if applicable) to future situations.

 

Students will work in pairs to answer the remaining questions on the page. As they work on the remaining questions, I want to walk around and join discussions to get a sense of how students are solving them and if they are able to support their thinking (MP3). Can they explain why they made the decision they made about keeping the cost low? How did they know? Can they explain their thinking to the group? Answers to these questions will help me choose pairs to come up and present their answers to the group. I would like to have volunteers who used different strategies or approaches to the problem. I want students to see that there may be different ways to solve the problem and still achieve the same answer. This is also an opportunity to critique answers that need more support. If I don’t see any common mistakes, I can present some errors to the class to discuss. We can also discuss different options and alternatives to the actual problem to extend the discussion. For example: what if 10 people only ride one way, what might be a difference in the total cost?

 

Summary

5 minutes

To end the class we will use the Traffic Light activity. I will give each student a sticky note. On the sticky note they need to write one thing they learned in class and place it on the stop light. What they learned goes on the green light. What questions they considered or still have go on the yellow light (a question, an idea, a new perspective). What stopped their learning goes on the red light. This feedback will help me plan for the future. It will give me an indication of what they may need additional support in and what they know and feel comfortable enough with to move on.