Domain: Measurement & Data Standard Code: 3.MD.5a Teacher Names: Elise Bown and Jan Roper Task Name: Raging Racetrack 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 mathe m a t ical g oals 5a – Recognize area and perimeter as an attribute of plane figures. Understand concepts of area and for the lesson? (i.e., what do you want perimeter measurement. students to know and understand about mathematics as a result of this lesson?)
What are your expecta t ions for Expectations: Students will discover explore, and create five one-inch tiles used to measure area students as they work on and and perimeter complete this task? What r esou r ces or tools will Groupings: Partners of 2-3 students have to use in their work that will give them Tools: Inch tiles, grid paper, colored pencils entry into, and help them reason through, the task? Recording: Students will record on grid paper How will the students work— independently, in small groups, or in pairs—to explore this task? How will students record and report their work?
How will you introduce students to the LAUNCH activity so as to provide access to all Your family is going to open a Fun Center. You are in charge of designing the track for the go carts. students while maintaining the Your track will have an area of 5 square units. Design at least 3 different tracks using five one-inch cognitive demands of the task? tiles on each track. Decide which track has the longest perimeter. Record the perimeter and area under each track design. PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) How will you o r c h es t r a te the class d iscussion so that you accomplish your Have students post tracks on bulletin board. mathematical goals? PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORATIO1-N ODidF THE anyone TA SbuildK (EXPLORE) the same track? As studteon hats vweo sharedrk inde dpuernidnegn thetly or in 2- Explain the methods used to build track? What makes a longer track (bigger small grclassoups, discussion? what q u eI n st w i onshat owrdiller willFocus perimeter)? you askthe to— solutions be presented? Why? What do3- youWhich know? track would you most like to drive? Why? Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask Show me your picture. sopr othatgress stu onde thents twill—ask? What Response- patterns have you built? - Energized conversations f1oc. umas stuked seennsets’ thinkingof the on the How do you know/how did you figure that out? - Presentation and discussion of strategies will confirm understanding keymathematical mathematical i iddeeaass that in the you How are your tracks similar/different? - Have students record findings in their journals. taskw?ant them to learn? ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- 3sol. vmaingk strate conengectionsies, or the am ong the reprdesiffeerentntations? strategies that are advpanrescee stuntedde?nts’ understanding 4of. the loo mak forthemat patteircalns? ideas? 5. begin to form generalizations?
What will you see or hear that lets you know that all students in the class How will you ensure that students Frustrated Students- Allow students to walk around and see what other students have developed. understand the mathematical ideas that remain e nga g ed in the task? you intended for them to learn? What assistance will you give or Fast Finishers- 1) Develop more race tracks. what questions will you ask a 2) Name tracks based on the letter of the alphabet they resemble. 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?