For today's Warm Up assignment, I have provided two work samples from fictitious students that I want students to analyze for errors. In this way, students can apply what they learned from the previous day's lesson in their justifications. For students who have not fully grasped the previous lesson, these problems provide an opportunity for me to scaffold support as the other students work.
Once the Warm Up timer sounds after 5 minutes, I select volunteers at random to provide their answers as a starting off point for coming to consensus.
Once the class comes to consensus on the answers for the Warm Up problems, I quickly move to today's Learning Objective. I encourage students to notice that today, we are learning to multiply numbers in scientific notation.
Rather than just show students how to multiply numbers in scientific notation, I instead use a discovery approach where the students look for and work at Identifying Patterns. I show an example problem on which I have applied the associative property (with color-coding as a scaffold). I then ask students to write about what they are seeing in the problem. I move to the next example and students to reflect about whether what they wrote with the previous problem still applies. I then ask a student to share his/her thinking about what is happening and look to gain consensus among the group. I then move to problems that students can practice with support.
Because the students have practiced the prerequisite skills for today's task (like adjusting the exponents and decimal places), I provide only a few Practice Problems. These problems are scaffolded to increase in difficulty as students gain confidence. As students work, I continually remind them of questions they should be asking themselves like, "Does this answer make sense?" and "Do my exponents need to match in order to carry out this operation?" My hope in doing this is to model meta-cognitive thought that they will later employ.
Once we have successfully solved the four practice problems, I move the students to their Work Time assignment.
For Work Time, I provide 5 problems for students to practice independently with and then compare answers with their partner. I again intentionally increase the difficulty of the problems by increase the size of and adding decimal places to the coefficients. Once the Work Time timer sounds after 10 minutes, I reveal the Ticket Out the Door question.
For today's Ticket Out the Door, I ask students to again do an error analysis on a fictitious student's work sample. Student responses will reveal areas of practice needed for subsequent lessons and will also help me to identify students who may need additional support or tutoring.