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 apply my knowledge of scale drawings and proportional reasoning to area and perimeter.” 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).
Instructional Strategy - Table Discussion: To summarize this lesson, I am going to ask that students have a table discussion on the question – How does proportional reasoning apply to this concept? I want students to understand that they are still finding a rate, and that rate is used to solve problems. The relationship of the parts of the scale can be graphed and will go through the origin and form a straight line.