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# The Second Day of School

Lesson 2 of 11

## Objective: SWBAT learn general information and classroom norms for discussions.

*55 minutes*

#### Syllabus

*20 min*

Going over the class syllabus is a mundane (yet imperative) task for students and teachers. However, you can use this simple activity as a way for students to begin to work collaboratively with their classmates and learn the procedures in a non-passive way.

To begin, I give students my syllabus (Classroom Procedures.doc) and give them about 6 minutes to read through it silently. Then, I give students a worksheet to see how well they understand what they just read (Quiz on Procedures.docx). Have students answer the questions in groups. These are the most common scenarios that I see throughout the school year, so I want to make sure that students understand what will happen if they find themselves in these situations.

After giving the students a few minutes to answer the questions, you can go over them as a class and stress the important information that your students need to know.

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#### Our First Discussion

*25 min*

One of the hallmarks of a Common Core-aligned classroom is the ability to have productive classroom discussions. At the very beginning of the year we need to set the tone and establish norms that we will use throughout our time together. The PowerPoint (Second Day PowerPoint.pptx) outlines how to have a class discussion - do not assume that students will understand how to question others and be respectful without you explicitly telling them. Remember - a classroom that is rooted in the Standards for Mathematical Practice will be a big change for some of your students (Classroom Discussions.mov)!

In the PowerPoint I have set forth some of my expectations for a student-centered classroom. I also have our first class discussion. We will be discussing the question: "How many halves are in 1/4?" I chose this problem because there will naturally be discontent and disagreement among students (common answers are 2, 1/2, and 0). It is a great opportunity to show that we do not say "you are wrong," but rather ask for clarification or gently ask if they have considered other alternatives. Setting these expectations is extremely important!

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#### Share

*10 min*

For the remaining portion of class, you can finish sharing the graphs that students created during their ice breaker on the first day of school. Since the first day was so short there are likely a few groups who did not get to share. Again, students will bring their graphs up to the class and each student will introduce themselves and share their ordered pair. A group member will also share how they labeled their axes. The act of sharing is also good practice for what they will be doing throughout the year.

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CPM Literacy uses these great starters for students who may need more structured response:

Team Discussion Sentence Starters:

Many students who struggle with language are reluctant to join team or class conversations.

They often feel self-conscious about their ability to communicate verbally.

Yet, verbal interaction is essential for constructive teamwork. It is often useful to provide

sentence starters for students to use in team discussions. The following list of sentence

starters can help support team discussion for all students. Many teachers put sentence starters

such as these on the walls of their classroom so that students can refer to them during any

discussion. Some teachers also provide copies of lists like this for teams to keep on their table

as they work. Each student should keep a copy in their binder.

To share new ideas. . .

What if we tried _____________________?

I have another approach to the problem. How about _____________________?

Here’s another possibility. We could _____________________.

To disagree respectfully. . .

That is one good approach to the problem, but what about _____________________?

I understand what you’re saying, but _____________________.

I’m not sure that will work because _____________________. What if we tried ______?

To recognize good ideas. . .

That’s a great insight, [Name].

Very impressive thinking, [Name].

Nicely done, [Name].

To ask for more ideas. . .

Can we think about this in a different way?

Can anyone suggest a different approach?

Does anyone have anything new to add?

To add on to others’ ideas. . .

[Name], your idea makes me think about _____________________.

I like your thinking, [Name], and it made me realize _____________________.

I understand what you’re saying, and I’d like to add _____________________.

To help clarify ideas. . .

Could you explain what you mean by [other person’s idea here]?

Could you explain that another way?

What part of the problem is hard to understand? What can we do (what do we need

to know) to clear up our confusion?

To summarize ideas already shared. . .

I hear you saying _____________________. Is that right?

[Name] suggested that _____________________. What do the rest of you think?

I like [Name]’s idea that _____________________.

| 2 years ago | Reply

- UNIT 1: Functioning with Functions
- UNIT 2: Polynomial and Rational Functions
- UNIT 3: Exponential and Logarithmic Functions
- UNIT 4: Trigonometric Functions
- UNIT 5: Trigonometric Relationships
- UNIT 6: Additional Trigonometry Topics
- UNIT 7: Midterm Review and Exam
- UNIT 8: Matrices and Systems
- UNIT 9: Sequences and Series
- UNIT 10: Conic Sections
- UNIT 11: Parametric Equations and Polar Coordinates
- UNIT 12: Math in 3D
- UNIT 13: Limits and Derivatives

- LESSON 1: The First Day of School
- LESSON 2: The Second Day of School
- LESSON 3: The Function Game
- LESSON 4: Parking and Pencils: Step Functions and Piecewise Functions
- LESSON 5: Where are the Functions Farthest Apart? - Day 1 of 2
- LESSON 6: Where are the Functions Farthest Apart? - Day 2 of 2
- LESSON 7: Where are the Functions Farthest Apart? - The Sequel
- LESSON 8: Maximizing Volume - Day 1 of 2
- LESSON 9: Maximizing Volume - Day 2 of 2
- LESSON 10: Unit Review Game: Trashball
- LESSON 11: Functioning with Functions: Unit Assessment