As student enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.
A car is driving down a mountain road into the valley below. The mountain road starts at an elevation of 3,000 feet above sea level. If the car is descending the mountain at a constant rate of -2 feet of elevation per second, what elevation will the car be at after 27 minutes of driving? Show your work and be prepared to share.
This problem will shed light on issues my students may be facing with multiplication. While the kids are working on the problem or when volunteers come to the board to share, if I see that students are using repeated subtraction to determine the answer, that is a misconception of sorts that we can address as a group. It may be as simple as asking a volunteer to show another way and talking about which approach may be more efficient. If there isn't a volunteer to illustrate the multiplication, I can ask if multiplication can be used in the problem to generate thinking.
The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to be able to model multiplying signed integers.
Let me know how you’re feeling about multiplying signed integers. Give specific examples about any questions or concerns you have.
At this point, I want my students to be able to tell me how they are feeling about the work we have done on multiplying integers. Do they feel confident? Do they need additional support? Do they have questions. If they give me specifics, I can determine where the problem lies. If they are unable to give specifics, that may be where the problem lies. I can make decisions about how to help based on their feedback.