Domain: Operations and Algebraic Thinking. Standard Code: 3.OA. 3. Teacher Name: Bakery Field Trip

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
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?) / Operations and Algebraic Thinking
3.0A. 3
Represent and solve problems involving multiplication and division.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
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? / Tools: pencils, rulers, graph paper, manipulatives.
Grouping: small groups
How will they report?
chalkboard, poster, document camera, white board, models, verbal explanations, table
representatives, etc. a black line of a display case, take a picture of the manipulatives, (a given amount of manipulatives)
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / The actual question or task to be performed.
Your class is going on a field trip to a bakery. When you arrive, your job is to arrange the different displays of cookies. The baker prefers that each tray can only hold an even amount of cookies, with the same amount in each row. How many different ways can you arrange the cookies if you have the same amount in each tray. Draw and explain how you would arrange the trays.
Extensions: Let’s say ½ of your cookies are chocolate chip, ¼ peanut butter and ¼ is sugar cookies. How many of each kind of cookie do you have? How many different ways can you arrange each tray. Chocolate chip cookies are 25 cents, peanut butter cookies are 10 cents and sugar cookies are 50 cents. How much does each tray of cookies cost?
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? / Focus: Work in groups independently. They have to create an actual model, using their choice of manipulatives. Ask questions, monitor the classroom, redirect students who are off task, refer students back to the question.
Assess: Monitor and observe student explanations. Have students explain their thought process.
Advance:
Is there another way you can do that? How do you know? What have you discovered?
What other choices do you have? How are these similar? How are these different?
Where can you find that answer? What do you find difficult or challenging?
Describe……. Explain…… Tell………. List……..
Restate-“Can you tell me what he said?”
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 do you know?
What do you want to find out?
What will you do?
What did you do?
The Early Finishers? Is there another way? What does your group think? Share your work with another group.
Describe the task
“Tell me which of these ideas were yours.”
Restate-“Can you tell me what he said?”
See Above
PART 3: SHARING AND DISCUSSING THE TASK