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