Lesson Design What will the teacher be doing? What will the students be doing? (Structured Student Interaction) What will the teacher be listening for? (what do we expect students to say?) Probing Questions for Differentiation Assessing Questions (“stuck”) Advancing Questions (further learning) Engage (Launch) 5 min The Diaz Family is hiking the Big Trees trails, which have a total length of 11 miles. Yesterday, they hiked the 5 mile Oak trail. Today, they hiked the 3 mile Pine trail. If they plan to hike all the Big Tree trails, how many more miles do they have left to hike? Teacher will put problem up and have students solve on whiteboards. Call students to share that have solved using different strategies. Students will solve problem independently on their whiteboards use a visual model. (No equations) Selected students will share their strategy with the whole class. Students that add 5 + 3 then subtract their answer from 11. Students that subtract 5 from 11 and then 3 from that answer. Is your answer reasonable? Have they hiked half the trail? How could you link this model to an equation? Activity or Task 1 15 min The Diaz Family is hiking the Big Trees trails, which have a total length of 5 miles. Yesterday, they hiked the 7/8 mile Oak trail. Today, they hiked the 3/4 mile Pine trail. If they plan to hike all the Big Tree trails, how many more miles do Teacher will put problem up and have students estimate the answer. Do you think they will have more than half the trail left to hike? Will they have less than half the trail left to hike? Have students solve on Students draw a model to show how to estimate. Students then will discuss their estimate with their partner. Students will give a thumbs up if they think more than half, thumbs down if they think less than half. 7/8 is close to 1 and 3/4 is close to 1. Denominator, common denominator, equal parts, model How would you model the 5 miles? How would you model 7/8 of a mile? How would you model ¾ of a mile? How could your model show a common denominator? How could you link this model to an equation? Where does your model live in your equation? Show another way to solve this problem. How can you use a number line to solve this problem?
they have left to hike? whiteboards using a visual model. Thinking about the estimate you started with, is your answer reasonable? Students work on their whiteboards with partners to solve problem using a visual model. Is your answer (model) reasonable? Activity or Task 2 Caitlin has 4 ¾ pounds of clay. She uses 1 1/10 pounds to make a cup, and another 2 pounds to make a jar. How many pounds of clay are left? What if Caitlin had used more than 2 pounds of clay to make the jar? How would that change your answer? Teacher will put problem up and have students estimate the answer. Have students solve on paper. Teacher will look for a START to share if needed. Thinking about the estimate you started with, is your answer reasonable? Students will discuss their estimate with their partner. Students work on their paper for 1 min independently. Then students will work with partners to solve problem using a visual model AND an equation. Partner A explain how you solved the problem with the equation. Partner B explain how you solved the problem with the model. Discuss the connection between the equation and the model. Denominator, common denominator, equal parts, model How could your model show a common denominator? Is your answer (model) reasonable? Where does your model live in your equation? Show another way to solve this problem. How can you use a number line to solve this problem?