Opener: As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (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. In today’s lesson, the intended target is, “I can simplify an expression by combining like terms.” 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).
Gallery Walk: For this activity, I will place the 20 Problem Cards around the room. In pairs of 2, students will visit each card and write down the expression, and then simplify it. Students may work on the problems in any order so that there is not a pile up at any one question. Once student pairs finish, I will look over their Recording Sheet and send them back to any problems that they got incorrect (mathematical practice 1). The problems I wrote for this activity require students to pay careful attention to signs, as well as terms (mathematical practice 6). I have written problems that commonly cause problems for students so that I am able to get any forseeable issues cleared up!