Domain: Geometry Standard Code: Kindergarten Standard 2 Teacher Name: Cindy Jewkes

Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. “Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks.”

Mathematics Teaching in the Middle School 14 (October 2008): 132-138.

PART 1: SELECTING AND SETTING UP A MATHEMATICAL TASK
What are your mathematical goals for the lesson? (i.e., what do you want
students to know and understand about mathematics as a result of this lesson?) / Student will correctly name shapes regardless of their orientations or overall size.
·  What are your expectations for students as they work on and complete this task?
·  What resources or tools will students have to use in their work that will give them entry into, and help them reason through, the task?
·  How will the students work—
independently, in small groups, or in pairs—to explore this task?
·  How will students record and report their work? / Students will understand that shape does not change regardless of its size.
In Activity 1 the chosen students will wear the shapes around their necks. Using masking tape a large bingo board will be made on the floor.
In activity 1 & 2 shape choices to draw from will be made and put in a hat/or some container.
Activity 2 with require bingo cards, and some sort of marker for bingo cards.
Students will be whole class during activity 1.
Students can be whole class or small group in activity 2.
Students will record their work by participating.
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / In activity 1: Children will sit at the carpet. 16 students will be chosen to come up and wear a shape around their neck. Each child will say their shape’s name several times. Class members will verbally participate. The teacher will draw a shape out of the hat and show it to the group. One of the children with that shape will pick a square to stand in. Game will continue until all the squares are filled. The game will be done the next day with the other half of the students who didn’t get a change the day before. The teacher will use every opportunity to say the names of the shapes and rules the students will need the next day when they play bingo in either small group or whole class.
In activity 2 each student will have a bingo card. Review the rules for playing bingo. Make sure that the students understand what a win looks like. Discuss the vocabulary words: Column, and diagonal.
Draw a shape from the hat, call it out, and show it to the group by either holding up the paper or drawing a larger version on the board. The students should mark every square on their bingo card that matches the shape pulled from the hat. Instruct the children to call out “Bingo” as soon as they have a full row, column, black out or diagonal complete with markings.
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
As students work independently or in small groups, what questions will you ask to—
· help a group get started or make progress on the task?
· focus students’ thinking on the
key mathematical ideas in the task?
· assess students’ understanding of
key mathematical ideas, problem- solving strategies, or the representations?
· advance students’ understanding
of the mathematical ideas? / As students participate in the two activities they will have several opportunities to verbally name the shape and recognize it.
Advance students would have different shapes added to their individual bingo boards.
How will you ensure that students remain engaged in the task?
· What assistance will you give or what questions will you ask a
student (or group) who becomes
quickly frustrated and requests more direction and guidance is
solving the task?
· What will you do if a student (or group) finishes the task almost
immediately? How will you
extend the task so as to provide additional challenge? / Students who might have difficulty with activity 2 could play bingo with a partner.
Students will not get a chance to play unless they participated correctly while activity 1 was going on.
Advance students could have bingo boards with more shapes added.
PART 3: SHARING AND DISCUSSING THE TASK
How will you orchestrate the class discussion so that you accomplish your mathematical goals?
· Which solution paths do you want to have shared during the
class discussion? In what order will the solutions be presented? Why?
· What specific questions will you ask so that students will—
1. make sense of the
mathematical ideas that you want them to learn?
2. expand on, debate, and question the solutions being shared?
3. make connections among the different strategies that are presented?
4. look for patterns?
5. begin to form generalizations?
What will you see or hear that lets you know that all students in the class
understand the mathematical ideas that
you intended for them to learn? / The discussion on the basic 2-dimensional shapes will be included during both activities 1 and 2.
Discussion to describe the unique properties of each shape and discussion to establish that each shape stays the same regardless of its size, color or orientation.
To expand this activity students could find objects in the classroom environment of the shapes.
To further expand this activity students could find objects in the school yard environment of the shapes.
To further expand this activity students could go on a class walk to look for the shapes in the neighborhood.