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 multiply and divide rational numbers.” 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).
Multiplying and Dividing Rational Numbers Puzzle: To continue practice with both signed decimals and fractions, students will complete a puzzle worksheet at their tables. The sheet covers both positive and negative fractions and decimals, as students need time to work with both in order to build fluency. I will walk around and give assistance as necessary; most likely I will end up sitting with the lowest group to get them going! This sheet will become homework if it is not finished in class. It will continue to be very important for students to pay close attention to signs and integers rules, as precision will make all the difference in a right or wrong answer (mathematical practice 6).
Instructional Strategy - Table Discussion To summarize this lesson, I am going to have students have a table discussion to recap the rules for performing the four operations on rational numbers. I will walk around and listen in, and then I will call on 4 tables to share out – one for each operation.