Opener: As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3.
Learning Target: After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended targets are, “I can solve real world and mathematical problems involving addition and subtraction of rational numbers.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).
Adding and Subtracting Rational Numbers Test: Today students will take a test on adding and subtracting rational numbers. Due to the many mistakes that students can make when working with rational numbers, I have opted to try a different approach to the test. For today's test, I am giving students an answer bank with the answers to the 12 problems on the test. It will be the student's job to show all steps that would lead to getting the answer. By providing the answers, I am placing more of an emphasis on mathematical practices 1 and 6 - persevering with problems and paying attention to precision. Students know the answers they need to get, it will be their job to figure out how to get there. This method also lets students know that the answer is not always what is important, the path to getting there is just as, if not more, important.
Note to Teacher: I am going to use my favorite test day summary technique and have students write me a note regarding their thoughts on the test. Students are used to doing this at this point, and have really started to open up about how they think they are doing. Students can write on the back of their opener or scrap paper.