Opener: As students enter the room, they will immediately begin working on the opener. The opener is a mixture of previously learned questions, and students should work individually, and then as table groups to discuss the methods for solving the questions - which incorporates mathematical practice 3, critiquing the reasoning of others. After approximately 5 minutes, I will call on students to go to the board and solve the opener questions. Instructional Strategy - Process for openers
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 identify the figure, and calculate the volume of rectangular and triangular prisms and square pyramids.”
Relay Race: In today’s lesson, I will have the students participate in an activity I like to call a relay race. The problems are of varying difficulty levels, and in this particular relay race, the harder questions are near the end (I vary this so it is not obvious). I tell groups which numbers I want them to work on first, so that all groups get the level of difficulty that is appropriate. While groups are working, I normally find myself sitting with the lower groups; helping to make sure they grasp the necessary skills/concepts needed to do the work. The higher groups may struggle with the more difficult problems, but this is an essential part of growing as a learner (MP 1). Students will need to pay close attention to precision with calculations and labeling of answers (MP 6). Instructional Strategy - Relay Race
Note to Teacher: To summarize the lesson, I will have students write me a note regarding their comfort level with volume. I find that personal notes are often a time when students are the most honest about their needs.