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).
Adding and Subtracting Signed Fractions Versatiles: Adding and Subtracting Signed Fractions Fluency Practice Explore Students not involved in small group will work in their table groups to complete a versatile self-checking activity. (Versatiles can be purchased through the site www.hand2mind.com) Versatiles allow kids to solve problems and use tiles to record their responses. Once they have finished, students close, flip and reopen the versatile and a design will appear – the design will let me know whether they have completed the problems correctly. Students working on the versatiles will have an expert at their table to turn to should they have difficulty, but since I will be in small group it will be important that they persevere with the problems until they can get a solution that appears on their paper (mathematical practice 1).
Exit Problem: 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. I am hoping that today’s problem has a lot more correct answers than yesterday’s!