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 target is, “I can use the distributive property to simplify expressions.” 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).
Coloring Activity: Coloring Activity Explore Video This exercise really pulls in mathematical practices 1 and 6. To be successful, students have to really go slow and be precise with their work - especially their signs, as forgetting a negative can throw off a final answer completely! Additionally, I have given the kids an answer bank - the picture (Snowman and Snowboy) so I expect them to stick with it until they find their answer!
Table Question: As a summary to this lesson, I am going to give students a factoring problem – without addressing it as factoring. I am going to give the students the set up of a distributive property problem, as well as the answer – and it will be their job to fill in the blanks. Thus, they will be analyzing the parts of the distributive property. I will call on several students to share their answers before I comment on whether answers are right or wrong.