Opener: As students enter the room, they will immediately pick up and begin working on the opener – 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. For today's lesson, the intended target is “I can solve and graph inequalities, correctly identifying when to flip the sign.” 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).
Chain Reaction: Explore Video This activity ties in mathematical practices 1, 3, 5, and 6. Students will be working in groups of 2 to complete 12 inequality problems, and correctly match them to their graph. This activity requires students to reason with one another - should we flip the sign, should we not? In speaking of the sign, it will be important that students carefully check their work - paying close attention to detail. The problems I have chosen have very similar graphs, so students will need to be very careful and attentive to details like an open/closed circle and which way the shading goes.
Homework: Since students will wrap up the chain reaction activity at different times, I am just going to have students begin on their homework as a summary activity. I do not want students waiting until the entire group finishes - as that is when disruptive behavior tends to occur. So, as groups finish their assignment I will check it, add it to the chain, and give them their homework! This assignment just offers them further practice on fluency with inequalities.