Students will be able to work on different leveled activities that apply area and circumference formulas.

Organized chaos! Students work on a variety of tasks to provide support or enrichment.

10 minutes

**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. In today’s lesson, the intended target is, “I can apply area and circumference formulas to solve problems involving composite figures and real world applications.” At this time, I will regroup the students based on results and conversations during the clicker activity in the previous lesson.

50 minutes

During this portion of the lesson, three different activities will be going on.

- The highest level of students will be working on four problems on the “Putting it Together” side of the Versatiles and Enrichment Sheet.Students will work with their groups to combine skills of percents, area and complex problem solving, requiring them to grapple with the mathematics,
**MP 1**. This side of the page also brings students to the next level of application and modeling,**MP 2 and 4**. I created posters on the wall to help guide the students should they need assistance while I am working in small group. Each poster is labeled with a problem number, and contains two flaps, one titled “Hint” and the other “Solution.” Should students struggle and need a hint to help them, they will lift the hint flap. The hints are guiding questions that will help lead students in the right direction. Once students finish the problem and are ready to check their work, they are to lift the solution flap. Once they complete and check a problem, they will move to the next problem. When they finish all four, they will get a computer for their table and complete the quiz I have placed on Castle Learning. (Castle Learning is a web-based program that my school subscribes to; teachers can make quizzes and assign them to whole classes or certain students.)

- The middle group of students will work on the Versatile side of theVersatiles and Enrichment Sheet. This side contains more complex figures then previously worked. Students will record their answers using the Versatile pieces (http://www.hand2mind.com/versatiles/vthome.jsp). Once students complete the 12 problems, they will bring the Versatiles up to me so that I can check the pattern. Should students complete all 12 in the time allotted, they will be asked to work on the more advanced application problems on the back of the page.

- The lowest group of students will work with me in a small group at the Smartboard. Each student will be given a small whiteboard, marker and eraser, and will work with me to solve problems. I have set this small group up as an interactive activity where students choose colored Easter eggs; that way students do not feel bad about being in the low group, and stuck with the teacher. Believing in the power of peer work, I will still ask that students talk to a buddy about how to solve the problems. My whiteboards also have a grid on the back of them, which will be a helpful resource for very low students when finding area. I will ask that students that are struggling with the formulas draw their figures on the grid and try to find area that way.

3 minutes

**Clean Up/Wrap Up: **At the end of the block, I will ask that students clean up any materials used during the lesson, by placing them back in their baskets on their table. To summarize the lesson, I will remind students that the following class we will take a test, and that they can still receive additional tutoring during silent reading time.