SWBAT- Solve a mathematical task, interpret student dialogue, reflect and compare other student dialogue to the dialogue they used to solve the task.

Students will use their investigative skills to interpret student dialogue and compare their own dialogue used to solve a task.

1 minutes

1 minutes

**Opening Side Bar Notes**

“Once again, the focus of the week is for students to be able to provide students with the opportunity to engage in worthwhile mathematical investigations. The most important purpose is to let students draw heavily on the eight Mathematical Practices and establish their importance to this entire course. Another important purpose of this introductory unit is to establish norms for doing mathematics, and set the scene for the rest of the course.” – Dr. Ann Shannon

This lesson will further engage students in a worthwhile mathematical investigation that will deepen student understanding of the mathematical practices. This lesson is intended for students to continue to identify which practice they are engaging in and when in the task they are practicing the specific Mathematical Practice. The task itself is important, and students will crave knowing if they are right or wrong. We do want to affirm correct thinking and leave students with the correct process of completing the task. We also want to be sure the learning target is for students to draw heavily on the Mathematical Practices and be that our focal point of the lesson.

The added link in the resource section is a great resource to use to help with ideas on how to implement the Mathematical Practices into your classroom culture.

10 minutes

**Bell Ringer **

Students will sit in their Individual Think Time seats. Go over the artifacts that the students bring in from day 3 homework assignment. I would suggest for time sake to share out 3 or 4 student findings. I would ask questions like, “Did you find anything that you have worked on so far from the last few days?” “Did your research help you understand the Mathematical Practices better?” “Did you find anything that you had not worked on yet in class?” “What did you learn from your findings?” After that brief discussion, hand out the task to each student. Students will have 10 minutes for their own think time. Here are some **Open-Ended Questions** you can ask individual students during this time. Students should immerse themselves in **MP1, 2, 4, 5,** **and 6** during their individual think time. Using the open-ended questions from the strategy folder you will be able to guide student thinking during this time. Student who struggle with starting points will really appreciate your guided questioning.

15 minutes

**Student Activity**

After 10 minutes students will engage in **pair up time**. Students will discuss their individual think time work, strategies used, and thought processes with one another. They will exchange dialogue. This is crucial for this lesson. It will be important that you walk the room and engage in the student dialogue. Allow 15 minutes for students to discuss and solve the task together. During this time, **MP 1, 2, 3, 4, 5, 6, 7, and 8** should be practiced at one point or another. Students should be preserving through the task using multiple tools and strategies. Students should be using a variety of models and recognizing patterns that will help them solve the task. The open-ended questions are a great resource for you to use to help students draw heavily on these practices. As students are investigating clues to solve the task, remind students of the learning task at hand. It is important for the students to be reminded that they are identifying the 8 Mathematical Practices being used to solve the task. Students will love being reminded that they are math detectives trying to solve a mystery. It will be very helpful for students to understand that this is going to be the culture and climate of the classroom for the remainder of the year. Students will begin to build routines within their learning experiences. Instruct students to write down explanations, have clear work shown, and write down important information gained from their partner dialogue in their **Interactive Math Journals.** The importance of writing this information down will come when the students are comparing their work and dialogue to the dialogue that you will give them later in the lesson.

10 minutes

Once students have been given 10 minutes to discuss and work out the task, they will then be given the student dialogue of two other students that tackled the same task. Their task at this time will be to compare the student thinking to their own. Have students write down strategies that were similar, strategies that were different, and if the work that they completed was similar or different from the work the other students did. Each pair will have the same student dialogue sheet given to them. The dialogue is to show students how other students think and to encourage students to use the Mathematical Practices to solve problems and tasks.

5 minutes

**Closing **

Take 5 minutes to close out this lesson with your students. Allow students to share out their findings during the investigation. Students should share out their I.T.T thinking and strategies used to complete the task on their own, their P.U.T comparisons, as well as the dialogue comparisons. In the time that you have you may only be able to call upon a few students. Be sure to affirm correct thinking as well as go through the correct process in solving the task.