Thinking Through a Lesson Protocol (TTLP) Template s30

Domain: Measurement and Data Standard Code: 3.MD7d Teacher Name: My Room

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 Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- the lesson? (i.e., what do you want overlapping parts and, applying this technique to solve real world problems. students to know and understand about mathematics as a result of this lesson?)

 What are your expectations for Don’t be afraid to display tools for the students to students as they work on and choose from that would NOT be appropriate for this complete this task? task. Allow them to discover this for themselves.   What resources or tools will students have to use in their Tools: Graph paper posters, tiles, rulers, calculators work that will give them entry into, and help them Grouping: Partners reason through, the task?  How will the students work— How will they report? independently, in small groups, or Present graph paper posters in pairs—to explore this task?  How will students record and report their work?

How will you introduce students to the The actual question or task to be performed. activity so as to provide access to all students while maintaining the Alyssa and her sister Erin share a bedroom. They are tired of their current room layout and want to cognitive demands of the task? rearrange their bedroom. They have an area of 80 square feet to work with. They thought it would be fun to put their two beds together in the shape of an ‘L’. If Cindy’s bed is bigger than Erin’s bed, will they have enough area in their bedroom to use this design? PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class What are the students doing? What is the teacher doing? discussion so that you accomplish your Students are bringing their posters up to share. End with one with good understanding. mathematical goals? PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORATeacherTION O Fasking THE questions;TASK preparing to state objective with use of the students’ work. Ways of As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Focus: small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willWhatComparing: is the question asking? ask to—the solutions be presented? Why? What tools could you use to help you?  Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask Class share sopr othatgress stu onde thents twill—ask? AssessGallery: Walk with post it notes Defending procedures  f1oc. umas stuked seennsets’ thinkingof the on the Why did you do this? keymathematical mathematical i iddeeaass that in the you How did you get that? Responses: taskw?ant them to learn? Is that reasonable Posters  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion ? the solutions being shared? Advance:Energized conversation key mathematical ideas, problem- Assessment 3sol. vmaingk strate conengectionsies, or the am ong the What have you discovered? reprdesiffeerentntations? strategies that are What do you find difficult or challenging? presented? Describe…….How will you know Explain…… they “got it”? Facial Tell………. expressions, assessment, discussion,  advance students’ understanding Demonstration, presentation, positive energy, 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 The Frustrated Student: Remind them not to over think, but just to follow the given guidelines. understand the mathematical ideas that remain engaged in the task? What materials could you use to get started? Started: What are the possible options? Is there more you intended for them to learn?  What assistance will you give or than one possibility? Is there another way? How many other ways can you find? Restate-“Can you what questions will you ask a tell me what he said?” student (or group) who becomes quickly frustrated and requests The Early Finishers? Explain, do a journal entry about how you got your answer, more direction and guidance is What does your partner (group) think? “Tell me which of these ideas were yours.” Restate-“Can solving the task? you tell me what he said?”  What will you do if a student (or group) finishes the task almost Extension: Alyssa’s other sister Rachel needs to move in while her bedroom is being repainted. immediately? How will you How much more area will Rachel’s bed add? Will it be able to fit into the space? What if her bed extend the task so as to provide is the same size as Alyssa’s? The same size as Erin’s? additional challenge? MY ROOM

Alyssa and her sister Erin share a bedroom. They are tired of their current room layout and want to rearrange their bedroom. They have an area of 80 square feet to work with. They thought it would be fun to put their two beds together in the shape of an ‘L’. If Cindy’s bed is bigger than Erin’s bed, will they have enough area in their bedroom to use this design?

Alyssa’s other sister Rachel needs to move in while her bedroom is being repainted. How much more area will Rachel’s bed add? Will it be able to fit into the space? What if her bed is the same size as Alyssa’s? The same size as Erin’s?