Distributive property with GCF
Rewrite sums using the distributive property.
Fraction & Decimal Operations · Practice day · 65 minutes
Students work at different things on purpose. Some are on adaptive practice, some are at the reteach table with the teacher, some are on stretch problems. This is where grade-level skill gaps get closed instead of ignored.
Five spiral problems from earlier standards. Workbook page, pencil, no calculator. Students self-check against the projected key.
The class studies two wrong answers from yesterday's exit tickets, anonymized, and names the mistake.
Reteach table with the teacher · on-level practice set · stretch problems. Students move between lanes based on the exit ticket sort, not a fixed group.
One student from each lane shares a strategy.
One problem on the day's standard. Collected at the door and sorted into got it / almost / not yet before the next period.
- · Start with two anonymized wrong answers from yesterday's exit tickets. The class names the mistake before anyone practices.
- · Sort into three lanes from the exit ticket data, and say out loud that the lanes change every practice day. Students should never hear a lane as a label.
- · Stay at the reteach table. The adaptive lane and the stretch lane run themselves.
Students find the mistake in two wrong answers, then work in the lane their last exit ticket points to — reteach table, on-level set, or stretch problems.
Exit ticket: One problem on the day's objective: rewrite sums using the distributive property.
Homework: None on practice days.
Both. Chromebooks come out for the adaptive practice lane; the reteach table stays on paper with manipulatives.
Reteach and stretch sets print as a two-page add-on. The teacher prints these by the handful, not by the class.
Open the print set →No portfolio piece today. No portfolio piece. Practice is how students get ready to produce evidence. Students document on lab days, performance tasks, and project anchor lessons — roughly two pieces per unit, not one per day.