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 determine scale factor.” 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.
Scale Factor Practice: In this lesson, I am going to ask that students really work with their groups to explain their thinking and persevere with the problems (MP1 and 3). Students can sometimes be too quick to raise their hand - they don't want to struggle. I think it is very important to let them struggle. With these types of problems students need to be very cognizant of their units, and where they are placing values in their work (MP 6). Students are welcome to use tools neccessary to help them solve problems - whether it be a calculator to work it out, or smartphone to look up a conversion (MP 5).
Exit Ticket: Today's lesson focused on working in groups, so now I need to check on the individual status of students. To end class I am going to post one question that they will respond to and turn in on their way out the door: A dollhouse was constructed using a 1:12 ratio. A doll for the dollhouse is 1/3 foot tall, how tall is the child the doll was modeled after?