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 review what they know about comparing rates. I want to make sure that students understand that they can compare rates that have a common measurement. For instance, some students may calculate the amount of time it takes each runner to run a mile and then compare to see who runs the mile in the lowest time. Other students may create equivalent rates showing how long it takes each runner to run 6 miles. The runner who runs 6 miles in the lowest time is the fastest.
As students are working on the do now, I walk around and see what strategies students are using. I use this time to identify students who are using different strategies. When we come together, I call these students up to the front to show and explain their reasoning. I ask the class if they agree or disagree with the student’s work. Students are engaging with MP3: Construct viable arguments and critique the reasoning of others.
Before students work with their groups, I want to review these questions together. Students participate in a Think Write Pair Share. I want students to write down their ideas so they can use this as a resource if they struggle with the next set of questions.
Students move into their groups. I call on a student to read the situation. I call on a different student to read question 1. I re-emphasize that there are different ways to solve this problem. It is important that students show their work.
As students work, I walk around and monitor student progress and behavior. I take note of different strategies that students are using. I will use this information to help me during the closure. Different groups will work at different paces and that is fine. My goal is for all groups to complete question 1 and show their work. Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP4: Model with mathematics, and MP5: Use tools strategically.
If students are struggling, I may ask one or more of the following questions:
If students need extension, I may ask them one or more of the following questions:
I use what I noticed during the group work time and I call students up to show and explain their strategy for finding the best deal. As students present, we create a list in their packet of the different strategies. These strategies could include:
I have students star the strategy they used. I want them to circle a strategy they did not use, but that makes sense to them. I ask them to use this strategy to answer the question in the do now.