Scale Drawings - Fluency Practice
Lesson 2 of 14
Objective: Students will be able to apply the concept of proportional reasoning to solve scale drawing problems.
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 use proportional reasoning to solve scale drawing problems.” 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).
Recap Notes: To start the lesson, I am going to recap the notes from the previous day. These notes set the tone for the rest of the unit, so it is important that students understand this opening concept. Using input from students, we will have a class discussion on how we set up the problem, and why it is important to have like units on a diagonal. Essentially, the students are doing dimensional analysis - and understanding how to set up problems so that units cancel out is an important skill. As a teacher, it is going to be important to allow students explore with mathematical practice 2 - showing work in many ways. There are a variety of ways a student might conceptualize this topic, and it is important that as a teacher I am aware of those ways and foster students' thinking.
Around the Room: After the notes, students will pair off (or work solo) and complete the problems posted around the room. I have the answers on the back of each card so that students can check their work as they go. It is on the honor system that students work it out before looking at the answer - but at this point in the year, I do not have any issues with students cheating to get their work done. (Probably because they know I'll just give them something else :))