Opener: As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (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. In today’s lesson, the intended target is, “I can add and subtract signed fractions.” 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).
Instructional Strategy - How do table challenges work?: Fractions do not tend to be anyone’s favorite topic, so in order to get some much needed practice I am going to conduct a table challenge using the white boards. Students will rotate the white board at their table, and when it is not their turn to write on the white board, they will use the space I provided on the back of their notes sheet. For this challenge, each person at the table will work out the problem, and then discuss with one another. One student will be responsible for getting the work and answer on the board. When I call time, I will give a point to any table with the correct work/answer on their board. If several tables are incorrect, I will have an “expert” think aloud their steps for the problem at the board. This challenge will allow students the opportunity to practice fractions – being able to discuss steps and rationale with their peers as they go. I find that this is a great way to practice a new concept. It will be very important for students to be precise with their signs and calculations – as minor errors could create large mistakes (mathematical practice 6).
Exit Problem: I am not comfortable after one lesson giving a homework assignment, so as way to gauge understanding, I am going to have students solve one problem on the back of their opener, and turn it in on their way out of class.