Domain/Standard Code: Operations and Algebraic Thinking/ 5.NBT.4.72 Author Name: Janis Dyer Page 5
Title of Task: ______Buy a Bike______
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?) / Students will be able to write simple number expressions that help them determine how to make lemonade and what they need to buy. They need to be able to write the algorithms and determine if their math is correct. Multiply and divide with decimals to the hundredths place. They need to know how to double the ingredients in the lemonade recipe. They need to decide if they made enough money to pay for all the items needed and is there enough left over to buy the bike.
· 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:
● Students will use an algorithm to decide what they would need to make enough lemonade to pay for costs and if there is any extra to buy a bike.
● Determine missing information (e.g. how many lemons do they need to buy)
Resources: Students will need sale ads for bikes to determine how much money they will need to make. Students will need grocery store ads to see the costs of; lemons, sugar, and cups. Paper/pencil and student worksheet.
Students will work in small groups.
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 (5-15 minutes)
● Watch video of a bike hill run https://www.youtube.com/embed/Ki0Cfbd11o8?rel=0
● Watch Phineas and Ferb - The Lemonade Stand https://www.youtube.com/watch?v=ZCd7e_-swdk
● From lemons to lemonade video https://www.youtube.com/watch?v=y3gBNBtJMJw
Domain/Standard Code: Operations and Algebraic Thinking/ 5.NBT.4.72 Author Name: Janis Dyer Page 5
Title of Task: ______Buy a Bike______
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE 20-30 minutes)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? / Students will work in pairs or small groups.
● What is the order of operations?
How many cups of lemonade does this recipe make?
· How many cups of lemonade will you need?
· How much money do you need to purchase your ingredients?
· Show me what you are thinking.
· Does your answer logically make sense?
· Is there another way to solve the problem?
· How will you solve the problem?
· How much lemonade will you have to sale in order to purchase your bike
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? / · Asking questions of the quickly frustrated student about different outcomes of the recipe or different strategies to solve the multiplication problem.
· What questions do you have?
· What information do you need to solve?
Extensions:
● Would it have been cheaper to make the lemonade out of a powder mix?
● Would there be a different job that you could do that would allow you to make the money faster?
Domain/Standard Code: Operations and Algebraic Thinking/ 5.NBT.4.72 Author Name: Janis Dyer Page 5
Title of Task: ______Buy a Bike______
PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF 10-25 minutes)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? / Teacher will observe students while working. Make a note of students that will show their choices.
· It doesn’t matter what order the solutions are presented in-look for clear, concise presentation of show understanding of tasks.
· What if…?
· What do you know?
· What are you trying to find?
· How will you…?
· Is there another way?
· Does this answer make sense? And why do you think that?
· How did your thinking change?
How will you know students have achieved the learning outcome?
· Students can explain their thinking.
· Students are engaged in the task.
· Hear mathematical discussion.
· Students see new thinking that changes their own thinking.
Domain/Standard Code: Operations and Algebraic Thinking/ 5.NBT.4.72 Author Name: Janis Dyer Page 5
Title of Task: ______Buy a Bike______
You want to buy a new bike. Do a search to find out how much money you will have to make to purchase your bike.
You have decided to open a lemonade stand to make some money to buy your new bicycle.
You need to buy some lemons to make your fresh squeezed lemonade how many lemons will it take to make one pitcher of lemonade?
What other things do you need to purchase and how much will it cost to buy them?
How many pitchers of lemonade do you need to sale, to pay for all expenses and still have money left over to buy your bike?You have to give 1/10th of the money you make to your friend for helping you, how much money will you have to give your friend?Ingredients:
· 6 lemons
· 6 cups cold water
· 3/4 cup sugar
Preparation:
Juice your lemons, and you should get about 1 cup of fresh lemon juice. In a large pitcher, mix lemon juice, water and sugar. Stir lemonade well and serve over ice, with a lemon slice or two to garnish. You want to buy a new bike. Do a search to find out how much money you will have to make to purchase your bike.
You have decided to open a lemonade stand to make some money to buy your new bicycle.
You need to buy some lemons to make your fresh squeezed lemonade how many lemons will it take to make one pitcher of lemonade?
What other things do you need to purchase and how much will it cost to buy them?
How many pitchers of lemonade do you need to sale, to pay for all expenses and still have money left over to buy your bike?You have to give 1/10th of the money you make to your friend for helping you, how much money will you have to give your friend?Ingredients:
· 6 lemons
· 6 cups cold water
· 3/4 cup sugar
Preparation:
Juice your lemons, and you should get about 1 cup of fresh lemon juice. In a large pitcher, mix lemon juice, water and sugar. Stir lemonade well and serve over ice, with a lemon slice or two to garnish.