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 continually based on the discussions we have about the problem each day.
POD: If x J y is defined as xy + (x – y), what is the value of 4 J 2?
I chose this problem because it demonstrates establishing equivalent expressions. Students have to navigate and explain what the equivalent expression will be. This problem will show whether students understand the concept of equivalent expressions. Are they able to see how to transfer 4 :-) 2 using xy + (x - y)? It is a rich problem because students use different strategies to determine and answer. The rich discussion that follows problems like this is valuable as they support and defend their reasoning.
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 how to create an expression to represent a problem-solving situation.
The exploration today will use the Write It Wednesday strategy. The extended response prompt is included in the notebook folder included with this lesson. After responding to the extended response prompt, students will trade papers to score the answer from another student using the rubric provided by the state Department of Education. After the scoring is complete, students will return the paper to the author and make improvements to their own answer based on the feedback from another student.
The Wheel Shop sells other kinds of vehicles. There are bicycles
and go-carts in a different room of the shop. Each bicycle has only
one seat and each go-cart has only one seat. There are a total of 21
seats and 54 wheels in that room.
How many are bicycles and how many are go-carts?
Explain how you figured it out.
I chose this problem because I want to see how students choose to solve it. The expression is very important but as students struggle with finding a solution it gives me a foundation to build on as we begin to solve equations. If they choose to guess-and-check, I can use that strategy to demonstrate how we might use problem solving to support guess-and-check. Is there a way they can check without having to guess? I expect they will substitute numbers and try to see what works best. I want to use this experience as a motivation to solve the problem once, check it once, and feel secure in the answers found.
The exit ticket prompt will ask students to respond to the feedback they received on their extended response answer. Students always have to use the feedback on their answer to improve the answer as part of the WIW activity. Today, I want them to discuss the feedback. Was it correct or off the mark? Explain why. I want them to think about why the reviewer wrote the feedback. What did it mean? Did it make you think about your answer? What did you think?