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 apply area formulas to solve real world and mathematical 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).
Recap: See video!
Sample Test Questions: I am going to present this portion of the lesson as a table challenge. For this table challenge, I will the mini white boards at every table, and reward the table that gets the most problems correct. I have placed the problems on a 6 sided image die on the smartboard, so I will choose students to go to the board to “roll” the die for a problem. A key aspect of any work with area and circumference is precision, which is mathematical practice 6. It is very important that students are cognizant of their units – whether units are squared or linear.
Note to the Teacher: As I do in several lessons, especially those meant to wrap up a concept, I am going to have students write me a personal note regarding their feelings on area. Who gets it? It is so important to me that I pull in any student who is unsure of themselves with a concept, and personal notes are a great way to get that information out of a student – because they sure aren’t going to raise their hand and blurt it out!