Thinking Through a Lesson Protocol (TTLP) Template s19

Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 1

Title of Task: Which Piece Do You Want?

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 Students will be able to compare two decimals up to hundredths by reasoning about their relative size. for the lesson? (i.e., what do you want students to know and understand about Students will recognize that comparisons are only valid when the two decimals refer to the same mathematics as a result of this lesson?) whole.

 What are your expecta t ions for  Students will be able to communicate and write down strategies they are using to communicate students as they work on and at least two different ways. complete this task?  What r esou r ces or tools will  Student Journals, base ten blocks, linking cubes, 10 X 10 grid paper, and graph paper, 4 students have to use in their different candy bars (Mentos fruit, Mentos cinnamon, 3 Musketeers, and Milky Way) work that will give them entry into, and help them  Students will work on their own for about 5 min. to solve the task they are assigned in more than reason through, the task? one way. After students have worked on their own, they will work in groups of 2-3 to come to a  How will the students work— conclusion. If they finish before the allotted time, they can compare with another group of 2-3 independently, in small groups, or and discuss their work. in pairs—to explore this task?  How will students record and report their work?  Students will record their work in their journals Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 2

How will you introduce students to the LAUNCH activity so as to provide access to all We are going to be splitting these candy bars into ten pieces each and eating them. You can only students while maintaining the pick one of the pieces to eat. Which part would you want and why? Please rank them in order cognitive demands of the task? from least to greatest and explain your thinking. You will need to represent your answers using decimal form. Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 3

PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE) As students work independently or in small groups, what q u e st i ons will you ask to—  Where are you going to start?  help a group get started or make  Is there any information you need to help you solve this problem? progress on the task?  Show me how you got this answer?  focus students’ thinking on the  Does this make sense? Why? 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?

How will you ensure that students remain e nga g ed in the task?  Which candy bar do you want piece from? Why?  What assistance will you give or  What tools can you use to help you figure this out? what questions will you ask a  Why does it matter which candy bar it is? student (or group) who becomes  What conclusions can you come to from this problem? 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? Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 4

Title of Task: Which Piece Do You Want? We are going to be splitting these candy bars into ten pieces each and eating them. You can only pick one of the pieces to eat. Which part would you want and why? Please rank them in order from least to greatest and explain your thinking. You will need to represent your answers using decimal form. Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 5

PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) How will you o r c h es t r a te the Place class  WhyValue did you solve it this way?Charts d iscussion so that you accomplish your  Did anyone else solve it in a different way? mathematical goals?  Did anyone else get a different answer?  Which solution paths do you want to have shared during the class discussion? In what order will the solutionsQuickTime™ be p andrese anted? Why? QuickTime™ and a  WTIFFhat s(LZW)pecific decompressor questions will you ask TIFF (LZW) decompressor areso neededthat stu tode seents thiswill— picture. are needed to see this picture. 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 QuickTime™ and a QuickTime™ and a understanTIFFd the (LZW) ma tdecompressorhematical ideas that TIFF (LZW) decompressor you intearend neededed for themto see tthiso learn? picture. are needed to see this picture. Domain/Standard Code: 4.NF.7 Author Name: Michael Bachler Page 6