See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to start thinking about what speed really means.
I ask students, “What does it mean for Usain Bolt to run at a speed of 23 miles per hour?” I want students to set up the rate, recognizing that “per hour” means their denominator needs to be 1 hour. Just because he was traveling at a speed of 23 mph does not mean that he could maintain that speed for an hour.
I tell students that today they will be working to figure out their sprinting and walking speeds. I tell students to copy their data from the previous day’s packet. I tell them that by the end they should know their speed in miles per hour. I ask students what conversion facts they think they will need. I copy them on the board and students put them in their packet to refer to later.
I tell students that this task is complex. They have skills and strategies for working with rates and measurements and all of these skills will help them to work through the task.
I tell students about the groups they are working in. Students move into groups and begin working. Each student has unique data, but they will be able to ask each other questions about how to change their rates and measurements. I walk around to monitor student progress and behavior. Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP5: Use appropriate tools strategically, and MP6: Attend to precision.
If students are struggling, I may ask the following questions:
If students are struggling with the actual calculations, I have calculators for students to use. If a student uses a calculator, I still require them to set up the rates and show the calculations he/she is making to get the answer.
If students need extension, I may ask them the following questions:
If students successfully complete part 1, they move onto part 2. I took away the scaffolding in part 2 so students need to complete multiple steps to answer the questions. If they struggle, I have them look at their process in the part 1 problems as a reference.
If students successfully complete part 2, they move on to the challenge questions. If students ask me how many kilometers are in a mile, I will give them the conversion. I want students to figure out on their own what information they need to know to complete the problem.
I ask students to share out how they found their speed in feet per second. I have a student come up to the front to show and explain their thinking under the document camera. I ask students to come up to show and explain their work for problem 3 and 4. Students are engaging with MP3: Construct viable arguments and critique the reasoning of others. I ask students to show me with their hands if they have completed the problems in part 1.
I ask students to share out what obstacles they encountered and whether/how they overcame them. I remind students that they will be working on a task using this data in the next lesson.