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.
Explain what happens when you solve this problem: -1(2+3)/5
With this problem, I want to see that students not only know the steps to solve the problem but that they are beginning to apply rules to determine the signs of the product.
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 division of signed integers.
After we demonstrate and discuss the solution to the POD, we will transition into working in pairs for the Dividing Integers Lab. Students will model the solutions to the the divisions problems on their lab sheet with their partners (MP 4). I want to see how students show how to complete the division. They will use Algebra tiles to model each of the problems with a partner. This is an extension of the lesson we learned yesterday (Dividing Integers). After students have modeled the division, we will go over the discussion questions as a class. I really want the students to see that the rules for multiplying and dividing signed integers are the same but I want them to be able to articulate why they are the same (MP 8). In the answers that follow the modeling problems, students have an opportunity to explain their work. I want to see how they explain what they did and where they ran into issues as they solve the problems.
We can use their questions and explanations for continued discussion and clarification.
We will do the Traffic Light strategy to end the lesson. I want students to let me know how comfortable they are with the modeling and identify any questions they still have.
Share with me any questions you still have about the Dividing Integers Lab.