Domain/Standard Code: 5.MD.1 Author Name: Kristin Meanea Page 3
Title of Task: __Lemonade Stand______
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?) / Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems.
· 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? / Expectations
Working in pairs or small groups, students will explore and discuss different ways to solve the given problems.
Resources
-paper and pencil for drawing
-unifix cubes
-centimeter blocks
-counters or tiles
Students will create a poster to show their process and work. They will explain their poster to the class.
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
The Duck Song
http://www.youtube.com/watch?v=MtN1YnoL46Q
Talk about lemonade stands and if anyone has any experience with running one. Discuss some of the different aspects that are involved with a lemonade stand, including the costs involved.
Read through the task sheet as a class and answer any questions that they might have.
Domain/Standard Code: 5.MD.1 Author Name: Kristin Meanea Page 3
Title of Task: __Lemonade Stand______
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? / · If you had to guess, what do you thinking the answer will be, approximately? How do you know? Does this sound reasonable? If not, what will you do about that?
· What are your givens in the problem? What do you need to find out? How do you know that?
· How is [today’s lesson] the same as yesterday’s lesson? How is it different?
· How might you picture that? Explain.
· How are you solving the problem? Why?
· How did you know to try that strategy?
· What could you do differently?
· Why did you choose that strategy? Explain?
· What other strategies do you know that you can use? How do you know that will also work?
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? / · Does what you are doing so far make sense? How do you know? If what you are doing so far doesn’t make sense, what will you do next? Why?
· At what point did you get off track? What will you do about it?
· Does this part of the answer make sense so far? How do you know? If not, what will you do next? Why?
· Does what you are doing so far align with your estimate? Why? Why not?
· Do you notice anything that could trip you up in the problem solving? What is it? What are you going to do about it? Why?
· What patterns do you notice? Explain.
· Can you show me a part of the text where you have a question? What were you wondering when you read this part?
· Can you show me a part where you were confused? What was confusing about it?
Domain/Standard Code: 5.MD.1 Author Name: Kristin Meanea Page 3
Title of Task: __Lemonade Stand______
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? / · Were all of the groups’ solutions the same? How were they different? Why do you think there was a difference between your groups’ answers?
· How did you work together to solve this problem?
· How did your thinking change? Explain.
· How would you describe the most important idea you learned today in one sentence?
· What was the main point of the lesson? What makes you say that?
· What are some new questions you generated from what you did in class today?
· What is something you would like me to know about your problem solving today?
The group presentation and poster will tell me if they understand the mathematical ideas that I intended for them to learn.
Domain/Standard Code: 5.MD.1 Author Name: Kristin Meanea Page 3
Title of Task: __Lemonade Stand______
Jackson and Derek want to have a lemonade stand. They are going to sell their lemonade in 12 oz cups. They are hoping to sell at least 50 cups of lemonade. Jackson says that they should make 5 gallons but Derek thinks that 17 quarts of lemonade will be enough. Whose amount will give them enough lemonade to fill 50; 12 oz cups?
To prepare for their lemonade stand, they had to spend $15.84 on cups, lemons and sugar. At the end of the day they had sold 54 cups of lemonade for 75 cents a cup. How much money did they make, minus the cost of their supplies?