As students enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.
The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to simplify expressions they are given.
If the side lengths of the rectangle are tripled, what is the percent of change of the perimeter?
The explore activity today puts students into pairs or groups of three to place percentages between cards to create a true expression. The goal is to determine accurate connections between the increase or decrease between the numbers. Students will establish the connection between the amounts horizontally and vertically. Each pair will receive a copy of Card Set A and be instructed on how to place the cards using the document camera. Using the operations on Card Set B (after they have been cut apart) students will determine how to make the connections between the increase and decrease between the cards and place the operations in the right locations. There should be arrows between all of the cards, horizontally and vertically, as well as diagonally. As pairs work, I will circulate to answer and ask questions to promote student thinking. I want to know, how do they know what to do? If students are struggling to get started I may be able to help them jump start their thinking by reminding them that they can find the increase or decrease then find the two numbers it applies to. Or they can determine the change between two numbers then identify the arrow needed.
To end class, I want to make sure that students understand the process we went through. The next class will require them to expand their thinking so I want to make sure they have a good understanding of what happened today. We will end class a little earlier than usual so we can have our discussion without being rushed for time. It is important that students can maneuver the increase and decrease without my guidance as we are moving into percent of error next and that adds another component of understanding. I want to discuss the process students used to complete the diagram for the increase and decrease. How did they know what to do? Did they test more than one operation from Card Set B? Did they disagree with their partner about what should be done? How did they resolve any disagreements about the operation? I want the discussion to center around student solutions and processes. I would like for them to talk through the process and to justify their decisions. This will serve as a formative assessment to demonstrate understanding.