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 targets are, “I can solve subtraction problems with more than two integers.” 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).
Notes: To get the lesson started, I am going to go over some brief problems where students will solve problems containing more than two numbers. I will start off by giving students a problem to try and then discuss with their groups, and then I will call on volunteers to teach the class. This will be more exciting than me just giving the notes - and students know enough to be able to do this without my instruction, so I am curious to see who will be able to teach us. Then, I will move into discussing word problems. I will do a one minute competition to see which table can name off the most subtraction words, and then I will add some words to the list that will most doubtedly get left off :)
Subtraction Bingo: As a fun way to practice subtraction, students are going to play a game of bingo. For this activity, I give students a Bingo Board and all the possible answers for the problems. It is their job to set their bingo board up! I place markers in the baskets at their tables, and students have to fill out their bingo board using a marker so that there is no cheating! I also place white boards/markers/erasers at the tables for students to work their problems out on. They tend to think that is more fun that writing on paper. In terms of individual or group work, I urge the students to each work the problem out on their white board and then discuss what they got with their group. Some students are very competitive and do not wish to share, and I do not push that, I just let those students do their thing as long as they are still playing the game. As with all work with signed numbers, students will need to be precise with their calculations (mathematical practice 6).
Wrap Up Problems: To summarize this lesson, I am going to have students complete 3 problems mentally, as I want to see how they are progressing with the rules. I will have students solve and discuss with their table, and then number off 1-4 for tables 1-4 and 5-8 for tables 5-8. Then, I will have students move according to their number. Students will then discuss the answers with their new table, and I will call on random students to share answers. This activity will allow me to determine overall the success the students are having with the concept.