Domain: Numbers & Operations in Base 10 Standard Code: 4NBT4 Author Name: Linda Tyrrell, Debi Hyde, Teresa Pugmire
Title of Task: Destination…UTAH______
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 TASKWhat 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?) / Students will fluently add and subtract multi-digit whole numbers using the standard algorithm.
· 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 be expected to participate, use classroom voice, good manners, collaborate and be engaged the whole time.
· Students will need pencil, paper, graph paper and the chart provided.
· Student will work in small groups of 2 to 3 people.
· Students will record their work in their math journal. They will report to another small group and then report to the whole class. They will be expected to show all of their work on paper and be able to explain it verbally.
How will you introduce students to the activity so as to provide access to all students while maintaining the cognitive demands of the task? / Teacher: “Have you ever taken a family vacation? Where did you go?” Let the students respond and then ask, “Did you know that right here in Utah there are some great places to visit?” I’m going to show you a few pictures of some places.
Show the PowerPoint, explain the task and give the students the task sheet. Remind the students of your expectations. (PowerPoint is attached in Wiki)
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? / · Where do you want to go? Just start with one.
· What is the task asking you to do? What information do you need? What are you going to do next?
· What do you have to do in order to make it round trip?
· Have students start part 2. Ask the students, “What is the first step in this part?”
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? / · What is this task asking you to do?
· Where do you want to go?
· What information is the chart giving you?
· Where do you look on the chart to find the mileage?
· What other choices could you make?
· Have the students do task 2 and 3.
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? / As you walk around the classroom look for students who solved their problems in different ways. You could look for various destinations as well. Look specifically for someone who may have forgotten to make their trip a “round trip”. Have the student share their work with the class under the document camera.
Ask:
· Are you going to live in your destination for the rest of your life? What does it mean to go on a “round trip”? What do you need to do in order to make it a round trip?
· How are the various solutions that were presented similar or different from each other?
· Are there different ways to add the four numbers? Is one way easier than another?
Have students write the steps that are needed in order to add multi-digit numbers.
Teachers should see that their students can accurately add multi-digit numbers. Teachers should hear the students verbalize their decisions, and how to find information from the chart.
Destination… Utah!
Task 1
This summer your family wants to visit some of Utah’s amazing destinations. Using the attached chart which show miles and time from home to your destination, choose four places you would like to visit. Figure the round trip mileage for each trip. What was your total mileage for the summer?
Task 2
How many hours will each round trip take? How many total hours did you spend traveling this summer?
Task 3
Pick one of your destinations:
1. Determine what county it is in.
2. List the counties you traveled through to get there.
Destination / Miles / TimeGoblin Valley / 215 miles / 3 hours
Zion National Park / 300 miles / 4 ½ hours
Bryce Canyon / 260 miles / 4 hours
Dinosaur National Monument / 175 miles / 3 hours
Promontory Point / 125 miles / 2 ½
Bear Lake / 110 miles / 3 hours
Delicate Arch / 233 miles / 4 hours
Lake Powell / 103 miles / 2 ½ hours
Antelope Island / 58 miles / 1 ½ hours
Monument Valley / 370 miles / 6 hours
Horse Canyon / 116 miles / 2 hours
Capital Reef / 214 miles / 4 hours
Moab / 225 miles / 3 ½ hours