Thinking Through a Lesson Protocol (TTLP) Template s16

Domain: Measurement and Data Standard Code: 1.MD.2 Teacher Name: Jessie Ward, Sonia Torres, Kim Behling

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 Determine the height of an object by laying multiple copies of a shorter object end to end. the lesson? (i.e., what do you want students to know and understand about mathematics as a result of this lesson?)

 What are your expectations for  Counters students as they work on and  Buttons complete this task?  Two sided counters  What resources or tools will  Pennies students have to use in their  Paper clips work that will give them  Pencil and paper entry into, and help them reason through, the task? Students will work independently at first and transition into pair groupings.  How will the students work— independently, in small groups, or Students will record their work using math journals/notebook. in pairs—to explore this task? Students will report their data using a document camera or gallery walk.  How will students record and report their work?

How will you introduce students to the Launch 1: I have a shelf in our classroom for all of our books. I need to know if our shelf is tall activity so as to provide access to all enough to fit our books. We don’t have enough rulers for everyone to measure our books. What tools students while maintaining the could we use to measure our books? (Guide student to know that they could use pennies, counters, cognitive demands of the task? buttons, and paperclips. Have students measure their books using non standard units of measurement. Launch 2: Now that we have used all of the different types of non standard units I need you to pick your favorite measuring tool and a partner who chose the same measuring tool. With your partner work together to measure your book. PART 3: SHARING AND DISCUSSING THE TASK  How will you orchestrate the class Solution Path: discussion so that you accomplish your mathematical goals? After measuring independently using different measuring tools invite the students you have  Which solution paths do you want selected to share with the rest of the class. to have shared during the class discussion? In what order will Specific Questions: the solutions be presented? Why?  What do you notice? PART 2:W hSUPat sPpORecifTINGic quest STiUonsDENTS’ will y ouEX PaskLO RATION OWhyF THE does TA thatSK work? As studsoen thatts w osturkd ienndtsep will—endently or in  Why do you have different answers? small gr1oups,. ma kwehat sense qu eofst theions will you Getting startedCan: youWhat explain tools can your you thinking? use to help you? What is the first thing you need to do? ask to— mathematical ideas that you  helpw aa ngrt oupthem get to st learn?arted or make FocusWhat Questions: will you Whatsee or did hear? you do first? Explain what you are thinking. What else can you do? Is 2p.r o expagressn ond on, the d teask?bate, and question there another way to measure it? Which way do we need to measure it for height? Could we  focuthes stu solutionsdents’ thinking being sha onr ethed? measure it the Studentssame way were for width?accurate in their work. 3k.ey ma maktehemat conniectionscal idea asm ino ngthe the Work is clear and precise. taskd?ifferent strategies that are Assessing Questions: Multiple Can strategies you explain being to used. me why you did what you did? Can you explain to me  assepssres stuendtedn?ts’ understanding of why you have spacingStudents or will over be lapping? sharing workLook with at it entireagain? class Does and your classmates. answer match your partners? 4k.ey lo moakt hematfor paticalter ns?ideas, problem- 5sol. vbegining strat to feogrimes, g oren eralithe zations? AdvancedAfter each Questions: student shares,Is there have another a class way discussion to come up to withclarify an eachanswer? strategy used. Have each representations? student write in their math journal, in own words at least one strategy that they learned.  advance students’ understanding What wofill the you ma seethemat or hearical that ide leas?ts you know that all students in the class understand the mathematical ideas that you intended for them to learn?

How will you ensure that students Assistance: remain engaged in the task?  Start with one measurement tool and have them finish measuring with that tool.  What assistance will you give or  Provide a new/different non standard measurement tool. what questions will you ask a student (or group) who becomes Extensions: quickly frustrated and requests  Ask them to measure the height of the bookshelf. more direction and guidance is  Tell the students how tall the bookshelf is in non standard measurement and ask them if solving the task? their book would fit.  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?