Domain:Counting and Cardinality Standard Code:K.CC 4 Author Name:Diane Lee

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?) / For students to understand the relationship between numbers and quantities; connect counting to cardinality.
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 need to be able to count objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Students will use the following manipulatives during the lesson:
*Linking cubes. *Die cut apples (55 per child)
*Apple Number Flashcards. * A 10 page construction paper book per child
*Counting Mats. *glue sticks, crayons
*Ten Apples On Top by Theo LeSieg.
This task includes a whole group lesson as well as independent and center activities for students to practice skills learned in multiple ways.
Students will record their work in a student made book.
How will you introduce students to the activity so as to provide access to all
Student’s while maintaining the cognitive demands of the task? / The lesson will begin with all students located on the rug.
Teacher shows a basket of apples and asks:
*How many apples are in my basket?
*How can I find out?
Tell the group that they will do a center activity to show one to one match with apple numbers and linking cubes.
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? / Small Group Task: Apple Number Matching
*Students will be given counting mats and 10 linking cubes. In the middle of the table put apple flashcards with numbers 1 through 10 upside down. children will pick up a card, say the number and link the cubes together to make the number on the flashcards. Count the cubes to self check, unlink the cubes and repeat.
*This activity may be done in pairs. To challenge the students, some may try to link cubes with numbers greater than 10.
Whole Group Activity: Read the book, Ten Apples Up On Top by Theo LeSieg
*Discuss the story whole group. Students return to centers and receive a booklet, crayons, and a glue stick. At the bottom of each page it reads, "name has _#_ apples on top." The student will begin by making their happy face in the circle at the bottom of the page on top of the writing. Then the student will glue one apple on top of their circle. The children will continue through this number book one number at a time to the number 10.
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 check and guided questions to promote mathematical discussion, which includes high order thinking for all students.
If a student struggles to follow along with the group independently, pair them with a student who understands the concept, and given task,to act as a peer tutor and mentor to the student who struggles. A small group could be brought together at the teacher table.
Students who finish early can make their own apples in the book a long side the die cut apples. They also could read their book to a peer or teacher.

Title: Apple Counting and Matching

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 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? / Providing the students with opportunities to share with their neighbors promotes the mathematical discussion, using mathematical language. This discussion allows for students to verbalize their understanding, and learn from each other through both whole group and small group settings.
Solution Paths:
*Students will share and read books to a partner. Students learn differently and will explain their findings in a small group setting.
Specific Questions:
*What did you discover today?
*Did you see any patterns in your book?
Students who are able to verbalize their work, retell the story and explain their number book to someone else will show understanding of the given task.