Opener (One Per Day): 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 the days of centers, the intended target is “I can apply equations and inequalities to solve problems.” 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).
Centers: Inequality Centers Explore Narrative This five day lesson of centers (Center 1 - Equations Full of Fractions, Center 2 - Exploring Absolute Value Equations, Center 3 - Exploring Profit, Center 4 - Integer Puzzles, Center 5 - 21st Century Careers) incorporates several of the mathematical practices. First and foremost, students will work together in small groups to reason through problems (mathematical practice 1 and 3) without my help! Tasks include enrichment puzzles to career exploration - as well as taking the mathematics a step further and looking at absolute value equations - requiring that students look for patterns and repeated reasoning to draw conclusions about the process (mathematical practice 7 and 8). Students will also have the opportunity to apply their math to the real world (mathematical practice 2 and 4) with a profit exploration activity. Equations and Inequalities Retest
Self-Reflection: On the back of their opener, I am going to ask that students write me a short reflection on what they liked and disliked about the day’s activity. Every year I try and update my centers, so I like student input on what activities work, and which don’t.