##
* *Reflection: Intervention and Extension
Astro Tower! - Section 5: Whole Group Discussion/Direct Instruction

There was one common mistake that the majority of the students made when doing this lesson. During the whole group discussion, students were eager and ready to share their responses. As I asked for students to share, hands shot up with confidence. My first question, Who was correct Jake, or Astro? Of course, the majority of the students felt Astro's explanation was correct. Before sharing the statements of Jake and Astro, I had the students pair up and work out the problem. I heard "Awww man, this is easy!" " I got the answer in no time!" "This wasn't hard!"

It took about 2 minutes for the class to complete the problem. There were a few, but not many, students who struggled with trying to find out where to begin. One student added all of the numbers together. The majority of the students doubled the time, because the measures were doubled. This let me know that students could recognize the relationship between the first building's measures and the new buildings measures. The obvious choice would be to double the time.

Once I allowed one group to share out their thinking, everyone else followed suit in agreement. I shared the videos of Jake and Astro. Once Astro shared his thinking, the students lit up with cheers. I had to slightly bust their bubble. When they found out it was Jake who was correct, they were in shock. What they did not take into account was volume. After hearing the explanation, doing a visual, and talking through the reasoning, students understood that they needed to stop, pause, reread, model and solve.

*A common mistake*

*Intervention and Extension: A common mistake*

# Astro Tower!

Lesson 7 of 9

## Objective: SWBAT use mathematical practices to solve rigorous word problems that involve proportional reasoning.

#### Bell Ringer

*10 min*

**Bell Ringer**: Hand out the problem for today’s lesson to each student as they walk into the classroom. (Problem 9) Instruct students to have 10 minutes of **Individual Think Time**. During this time students will practice **MP 1, 2, 4, and 6. **Students should pull out important information from the problem, decide on a starting point, and begin the thought process in solving the problem. Look for evidence of student thinking. Students should box or highlight important information from the problem and begin to solve for the correct answer using the designated important information.

#### Resources

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#### Student Activity Part 1

*10 min*

**Student Activity Part 1:** Give students 10 minutes of Pair Up Time. Students should pair up with their designated team or partner and discuss what they did during I.T.T (Individual Think Time) . Students should practice **MP 3 **heavily during this time. Students should explain their thinking to one another and decide who is on the correct path in solving the problem correctly. If all students in the discussion are on the correct path and using different strategies, students should discuss how this is possible and what the final response will be.

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#### Studnet Activity Part 2

*10 min*

**Student Activity Part 2:** Gather the students into a whole group to discuss the correct answer and correct process. Use **http://www.mathplayground.com/JakeVSAstro_Archive09.html **this site is common core aligned. You will click on Astro and listen to the strategy he used, and then click on Jake and listen to his strategy. This site immerses the students into literacy across the content area as well. Once you have listened to both strategies and responses, ask the students to compare their thinking to that of Jake and Astro. Have the students choose the person who they feel is correct in their strategy and response.

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**Whole Group Discussion: **Using the smartboard, go through the correct process in solving the problem. Be sure all students are aware of the mistakes they made, and why they made the mistakes. Have students correct their work.

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#### Exit Ticket

*5 min*

**Exit Ticket: **Click on the Kids Talk section of the page once you have answered the following question. Have students discuss the two student submissions. Ask students what they feel their common trend was within the class in answering this question. Have students evaluate their class as a whole using the feedback from the two submissions they analyzed. Students should submit as their exit ticket to you, one common mistake the majority of the students did when solving this problem, why they feel the mistake was made, and what they learned after going through the correct process.

#### Resources

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- UNIT 1: Introduction to Mathematical Investigations
- UNIT 2: Integers
- UNIT 3: Proportional Reasoning with Percents
- UNIT 4: Proportional Relationships
- UNIT 5: Proportional Reasoning
- UNIT 6: Rational Numbers
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- LESSON 1: Understanding Unit Rates with Holes
- LESSON 2: Proportional Candy Gate Day 1
- LESSON 3: Proportional Candy Gate Day 2
- LESSON 4: Proportional Candy Gate Day 3 Building Connections
- LESSON 5: Computing Unit Rates
- LESSON 6: Computing Unit Rates with Complex fractions
- LESSON 7: Astro Tower!
- LESSON 8: Solving Multi-Step Word Problems Given a Part to Part Ratio
- LESSON 9: Complex Doesn't Have to be so Complex!