See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to quickly practice multiplying and dividing with decimals. I have students share estimates, strategies, and answers. I look around for common mistakes and address them. Are students remembering to put the 0 in the quotient? How are students deciding where to put the decimal point? Are they making and using estimates?
I tell students their groups and their assignments. I have students move to their groups and I have a volunteer pass out materials and the Group Work Rubric. Students are engaging in MP1: Make sense of problems and persevere in solving them as well as MP6: Attend to precision.
If I have a small group that is working on decimal operations, every few minutes I walk around the class to monitor student progress and behavior.
Instead of using a group work rubric, since I used one in the previous lesson, I decided to switch it up and use a different method of giving feedback. I used a set of stamps and walked around 5 different times throughout the group work. Each time I used a different stamp and looked for students who were on task and working hard. These students received a stamp on the front of their paper, while students who were off task did not. I announced that we were going to play a game for the last 4 minutes of class, and I would announce later how many stamps were required to play the game. It may sound silly, but my sixth graders were excited by the stamps and the idea of playing a quick game. Although the game cut the group work time short by 4 minutes, I believe that the motivation helped students to work for an extended amount of time. At the end of class I announced that students were eligible to play if they earned 4 or 5 stamps. All but four students earned the right to play.
For Closure I ask students how to represent 40% as a fraction and a decimal. I ask if 0.04 is equivalent to 40%. How do you represent 1/6 as a decimal and percent. I am looking for students to explain that they found a repeating decimal. I am interested to see how they represent 1/6 as a percent.
Next I ask students strategies they use to add and subtract decimals. What about multiplying and dividing? How can estimates help you?
I do not give a ticket to go, but instead I collect student work. I pass out the HW Unit 2 Closure.