SWBAT critique the reasoning of others while dividing integers.

Can we hit multiple mathematical processes in just one lesson?

5 minutes

**POD**

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 also allows students to use **MP 3 and MP 6 **continually based on the discussions we have about the problem each day.

Today’s class will open using the My Favorite No strategy shown in my strategy folder for yesterday’s exit ticket.

Is the quotient of 10 (-3) positive or negative? Explain how you know.

If the entire class responded correctly the class POD will be: Write as many rules for operations with signed integers as possible in 3 minutes. At the end of 3 minutes we will share out to compile a list for the class to add to their notes.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is to express their understanding of dividing with signed integers using writing and through providing feedback.

25 minutes

Today is **WriteItWednesday**. The Write It Wednesday (WIW) question is: Does -562/16 result in a positive or negative quotient? Explain how you know? How would you convince your classmate who thinks you’re wrong?

I chose this question because it supports the work we've been doing on dividing signed integers. A misconception that my students traditionally fall into is to just choose a negative sign for the answer if there is a negative sign in the problem. By asking them to explain their choice, I can determine what they understand about the concept. Since students know that WIW requires explanation and justification, they will provide as much support for their choice as they can. The feedback that the reviewer provides will help the author improve the explanation and argument (the feedback form can be found in my Strategies Folder).

As we put responses under the document camera after the review and improvement, the whole class discussion will be focused on improving responses. Are the arguments to convince the classmate valid? Is it based on mathematical evidence? We will also take a thumbs up vote on whether it is convincing. If it isn't a convincing argument, the focus will then be how can we make it convincing? What can we add or take away to better the argument?

5 minutes

**EXIT TICKET**

Students will respond to the exit ticket prompt: Write as many rules for operations with signed integers as possible in 3 minutes. At the end of 3 minutes we will share out to compile a list for the class to add to their notes. If we use this prompt as the POD we will do a **Traffic Light** exit to identify any questions my students still have. Closing the class on this note will add to the notes students have to prepare for the post-assessment.