**Working on my first day plans ... and this is where I am tonight. It's still rough! I have a couple of weeks to tweak these ideas ... and create the actual materials.**

**First day goals**

- To get to know something significant about students
- Set an expectation that there is work to do when they first enter the room
- Set an expectation for problem solving, participation, active learning

**First Day Outline**

The room will be arranged in groups of 3 or 4 desks. I’ll greet students at the door. Materials will be on the table at the front of the room.

**Part 1: about 12 minutes**

Projected will be instructions on how to begin:

- Pick up materials from the “materials” table.
- Begin working on
__four 4’s activity__- instructions will invite students to collaborate and chart their responses - A timer will be set for 7 minutes past the bell

While students are working on four 4’s, I’ll circulate and talk with students.

After about 7 minutes, we will talk about the strategies they used.

**Part 2: about 25 - 30 minutes**

*So what do mathematicians do? And how is that different from our classroom?*

Distribute parts of Boaler’s work from Chapter 1 to each team. Groups read the passage they’ve been given and identify key attributes of the work of mathematicians and/or the typical classroom. Students write phrases on cards, and place their information on the Venn Diagram chart at the front of the room.

After about 8 minutes, we will talk about what they found. I’ll share key components of our classroom.

**Part 3: about 15 - 20 minutes**

Explore consecutive numbers with these problems, given a, b, c, d as consecutive numbers:

- What is (a + d) - (b + c)? Always?
- What is (a^2 + d^2) - (b^2 + c^2)? Always?
- Explore a + b + c - d and generalize
- Will a + b + c + d always be positive? negative? Explain.
- Why can (ac - bd) never, ever, be even?
- What is bc - ad? Always?
- Which consecutive numbers are such that the sum, a + b + c + d, is divisible by 3? Explain.
- Why can’t the sum, a + b + c + d, be a multiple of 4?
- Why is (abcd) divisible by 24?

Use Three 3’s in a Row from TPT to organize this activity. That means, type those 9 questions in a 3 x 3 grid - leaving space for students to write down key ideas. Give students 3 to 5 minutes to think about the questions without writing anything. Then invite them to mingle around the room … to find someone who can explain one of the 9 questions. Students take notes on each other’s ideas … and then move to another classmate. After allotted mingling time, debrief as time allows. (It is not necessary to answer all 9 questions in class) See a previous post on TPT strategies for a description of Three 3’s in a Row.

Homework: Students will be given a choice of reading a selection from Make it Stick or watching a video on the book. Students will create a graphic design of their choice about key ideas and write one goal for themselves ... still working on just what this will look like.

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