Domain/Standard Code: Author Name: Page 1
Title of Task: ______
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 (PREPARE)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?) / The students will count to 100 by ones and tens with and without manipulatives.
The students will group manipulatives into sets of ten.
· 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 show groups of ten using assorted manipulatives. They will learn that counting large quantities of objects is made easier if grouped by tens.
Resources--
-linking cubes
-linking chains
-other manipulatives that will link together. You will need four different types as you will put your students into four small groups for the explore activity.
-video from UEN.org emedia "Number Crew: The Bugs Arrive", download onto your computer beforehand and burn to DVD or prepare it for projection.
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / LAUNCH
Watch "Number Crew: The Bugs Arrive" then discuss what the children did with all the bugs. How did they organize the bugs so they could count them? What would make it easier to count big numbers? (the number crew ship is invaded by ladybugs and the crew must figure out how to count them them. They organize the bugs into groups of ten in each of the ten rooms the count by tens to determine there we 100 ladybugs.)
Divide your students into four groups (or whatever size you are more comfortable with. I do four because I have four tables/groups in my room. You will need a set of manipulatives for each group.)
Domain/Standard Code: Author Name: Page 1
Title of Task: ______
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE)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? / Whole group--(as students are seated in smal groups explain instructions to entire group.) Ask again how would be the best way to count large numbers. Lead them to the manipulatives that are in front of them on the tables. Discuss how the manipulatives are in multiple colors. Help them understand that it will be easier to group them in tens of the same color. If you would like them to discover that on their own, allow them time to work at it, but grouping by color will help them distinguish their different groups of ten.
Independent practice-- each table will work together to create their groups of ten and 100. Allow them some time to work it together. Teacher will be walking between tables monitoring and assessing. This activity would be ideal with adult helpers to monitor each table or one adult for two tables. I have also used a high school student aide to help.
Have the children connect their groups of ten to make one big group of 100. Each group will carefully bring their big chain or tower of 100 to the "circle area" or group meeting space in the room when completed.
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? / Teacher will be walking between tables monitoring and assessing. This activity would be ideal with adult helpers to monitor each table or one adult for two tables. I have also used a high school student aide to help.
By observation, the teacher can tell whether a child understands. Watch carefully as the children count their stacks to make sure they understand one to one correspondence.
If a group finishes quickly have them make another one from a different manipulative.
Domain/Standard Code: Author Name: Page 1
Title of Task: ______
PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF)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? / Whole group-- with all of the 100 chains/stacks lying by each other in the circle area. Have the children compare how they are they same and possibly different. One child from each group to be the lead have them come forward to lead the class in counting to 100 using their tower. Do this with each tower, reminding them that it doesn't matter if they used cubes, links, people or whatever, there are still 100.
Wrap up-- what was you favorite part of today's activity? to several students. Specifically ask what they learned in today's activity. Ask questions that cannot be answered yes or no.
Extension--line up each tower next to each other evenly at one end to compare the length. Why is the link chain longer than the cuter tower? Which is the shortest? Is it still 100 pieces? Which is longest?
Domain/Standard Code: Author Name: Page 1
Title of Task: ______