Opener: As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3.
Learning Target: After completion of the opener, I will address the day’s learning targets to the students. For today's lesson, the intended target is “I can set up and solve inequalities.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).
Review: Inequalities Review Explore Narrative Since today's lesson is a competition - precision is so important (mathematical practice 6) - one misstep and the problem will go to the other team! Included in the problems are short videos where students will analyze the work of someone else (me) and will have to determine if the work is correct or not, and if not, where the mistake first took place (mathematical practice 3). These questions require higher order thinking and depth of knowledge. In addition to fluency type questions, students will also complete application problems (mathematical practice 2 and 4).
Instructional Strategy - Table Discussion: To summarize this lesson, I am going to ask that students have a table discussion considering the question – When do you flip the sign? How can you tell from the beginning of a problem if you will reverse the sign? As we are moving towards the test, I want students to continually be reminded of the case of the negative coefficient. Students will discuss the question at their table, and then we will share out as a group.