Domain: Math Standard Code: 1.0A.3 Teacher Name: Jennifer Schaugaard, Doreen Barney, DeeAnne Hatch

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 Apply properties of operations as strategies to add and subtract. Students will the lesson? (i.e., what do you want understand the commutative property of addition. students to know and understand about mathematics as a result of this lesson?) Prior knowledge: counting on strategy, how to use a number line, how to add numbers together, and how to count to 15.

 What are your expectations for pencil/crayons math journal students as they work on and paper complete this task? Swedish fish  What resources or tools will goldfish crackers students have to use in their small paper plates work that will give them fish tank template (see below) entry into, and help them linking cubes reason through, the task? two sided counters  How will the students work— number line independently, in small groups, or reck-en-reck in pairs—to explore this task?  How will students record and Students will work independently then show their answers to a partner. report their work? Students will report their findings in a math journal. How will you introduce students to the activity so as to provide access to all Sally had 15 fish to put in 2 fish tanks. How many fish could she put in each tank? Students while maintaining the cognitive demands of the task? (Literature Connection: Pout, Pout Fish, Rainbow Fish) (Multimedia Connection: a clip from Finding Nemo where Nemo is in the fish tank) PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Solution Path: discussion so that you accomplish your (Concrete-Abstract) mathematical goals? PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORA*PutTION crackers/Swedish OF THE TASK fish on each tank template As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Ask*Use questions 2 different such coloras: of linking cubes or counters to count up to 15 small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer will *Draw pictures of fish in each tank ask to—the solutions be presented? Why? *Use number line to count down from 15  What specific questions will you ask Getting*Memorized Started Questions:facts  help a group get started or make How can you start? What information do you know? How can you put your fish sopr othatgress stu onde thents twill—ask? 1. make sense of the into the different tanks? What tools do you have? What are you trying to find out?  focus students’ thinking on the Specific Question: keymathematical mathematical i iddeeaass that in the you want them to learn? Focus*What Questions: patterns did you notice? task? *Explain your thinking.  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion How do you know? How does that work? How did you get there? Is there another the solutions being shared? *Why does that work? key mathematical ideas, problem- way?*Why Tell did me you more choose about to this. do it that way? 3sol. vmaingk strate conengectionsies, or the am ong the different strategies that are *How do you know it works? representations? Assessing*What elseQuestions: did you notice?  advpanrescee stuntedde?nts’ understanding 4of. the loo mak forthemat patteircalns? ideas? Will you explain that to me? How are you sure? How did you come to that answer? 5. begin to form generalizations? What will you see or hear? *Students coming up with different combinations Advanced*Each students Questions: thinks processes What*Accurate do you notice?solutions How many fish could she put in 3 tanks? Can you show your What will you see or hear that lets you work? know that all students in the class *Those students who may need additional help How will you ensure that students understand the mathematical ideas that Assistance: remain engaged in the task? you intended for them to learn? *ReduceMisconception: the number of fish.  What assistance will you give or *Give*Not them using one all addend. 15 fish. what questions will you ask a *Partner*Not countingthem up early.correctly. student (or group) who becomes *lose or eat a fish. quickly frustrated and requests more direction and guidance is solving the task? Extensions:  What will you do if a student (or *Give them a higher number. group) finishes the task almost *Give them another tank. immediately? How will you *Give them a different manipulative. extend the task so as to provide *Show it in a different way. additional challenge?