Domain/Standard Code: 5.OA1,2 Author Name: Petra Lish, Marci Haycock, Katie Shea, Holly Weston Page 1
Title of Task: Take Me Out to the Ball Game
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 write simple expressions that record calculations with numbers using for the lesson? (i.e., what do you want parentheses, brackets, or braces in numerical expression. students to know and understand about mathematics as a result of this lesson?)
What are your expecta t ions for Expectations: students as they work on and Students will work in small groups or pairs to create a solution to the problems presented. They complete this task? will compare and discuss strategies with classmates and defend their point of view. What r esou r ces or tools will Students will create models and equations to discuss and compare with classmates. students have to use in their Materials: work that will give them Graph paper, task card, linking cubes, paper and pencil, calculators entry into, and help them reason through, the task? 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 (5-15 minutes) activity so as to provide access to all Literacy Connection: 5RL.10- As a previous literacy lesson use “Casey at the Bat” to teach a poetry lesson. students while maintaining the http://www.youtube.com/watch?v=erfSed2MUsA cognitive demands of the task? http://saveyoutube.com/watch?v=erfSed2MUsA#_ Show baseball commercial to get students interested and involved in learning. Take some time to talk about the end of the year field trip to the Bees game and get them excited about the event. http://www.youtube.com/watch?v=pMvBaI061L0 http://www.saveyoutube.com/watch?v=pMvBaI061L0#_ For additional multimedia resources see http://www.milb.com/multimedia/vpp.jsp?sid=t561 Domain/Standard Code: 5.OA1,2 Author Name: Petra Lish, Marci Haycock, Katie Shea, Holly Weston Page 2
Title of Task: Take Me Out to the Ball Game
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE 20-30 minutes) As students work independently or in PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF 10-25 minutes) small groups, what q u e st i ons will If you had to guess, what do you thinking the answer will be, approximately? How do How will you o r c h es t r a te the class Make sure students are aware of order of operations. Choose carefully students who can you ask to— you know? Does this sound reasonable? If not, what will you do about that? d iscussion so that you accomplish your share how they solved the problem using expressions containing parentheses, brackets, help a group get started or make What are your givens in the problem? What do you need to find out? How do you know mathematical goals? or braces. Find students who can share various responses including guess and check, progress on the task? that? Which solution paths do you want picture model, manipulative model, and algorithms. focus students’ thinking on the Why do you think that? to have shared during the How does your answer relate to your guestimate? key mathematical ideas in the How are you solving the problem? Why? class discussion? In what order will How do you know you are right? task? the solutions be presented? Why? What What could else you would do differently? work? What wouldn’t work? assess students’ understanding of What specific questions will you ask Were all of the groups’ solutions the same? How were they different? Why do you key mathematical ideas, problem- so that students will— think there was a difference between your groups’ answers? solving strategies, or the 1. make sense of the What math concepts did you have to be proficient at to complete this task? representations? mathematical ideas that you After students share discovery, ask how they saw order of operations in their strategies advance students’ understanding want them to learn? Why do you have to follow order of operations when solving this problem? of the mathematical ideas? 2. expand on, debate, and question Why would you need to understand order of operations in every day life? the solutions being shared? How w3ill. y maou kense conuren tectionshat stu daemnotsng the What information do you need to find the answer? remain e ngadif gf erented in thestrat task?egies that are What are you thinking? Tell me what is in your brain Whatpr esasseinstteadnce? will you give or Does this part of the answer make sense so far? How do you know? If not, what will 4w. hat lo oqkuest fori onspatt ewrillns? you ask a you do next? Why? 5stu. dbeginent (or to grfoormup) ge wnhoerali becomeszations? Can you show me a part of the text where you have a question? What were you quickly frustrated and requests wondering when you read this part? more direction and guidance is Can you show me a part where you were confused? What was confusing about it? What wsolillv yinoug thesee torask? hear that lets you SuggestThe startingteacher will with monitor a model student drawing learning by observing discussion, model drawings, know thatWhat al wl stuill ydouen dtso iifn athe stu classdent (or written equations, listening to discussion and asking questions. There will be discussion of understagroup)nd the fin maishesthemat the taiskcal almost ideas that orderContinue of operations through and the the extension impact on by problem creating solving. equations The teacher will hear correct you inteimmendedd ifaorte lthemy? How to learn?will you vocabularyDevelop anddifferent see operation strategies correctly and equations used in context. extend the task so as to provide Create a new series of questions based on the original task additional challenge? Domain/Standard Code: 5.OA1,2 Author Name: Petra Lish, Marci Haycock, Katie Shea, Holly Weston Page 3
Title of Task: Take Me Out to the Ball Game
1. As a fifth grade we are planning on going to the Bees game at the end of the school year. As teachers, we were discussing how many buses we will need to take as a fifth grade. Estimate how many buses you think we will need. Draw a model.
2. A school bus holds 84 students. Each parent and teacher gets his or her own seat. Each adult is in charge of 10 students. How many students will fit on one bus? How many buses will our fifth grade need all together? How many empty seats will there be left over? Draw a model.
3. After we sit down at the baseball game. Several kids decide to go get treats and souvenirs. Two groups of seven students decide to go to the gift shop. Five groups of four students go to get an Icee. Six groups of two students go to get a hot dog. Three groups of five students leave to buy ice cream. How many students are left watching the baseball game? Write an equation.
Extension:
If every nine students need an adult with them when they leave the baseball stand to get a treat or souvenir, how many adults are left watching the game with the remaining students? Is that reasonable?
Write an equation for problem 1, 2 and the extension.
At Home Extension:
If the stadium were full, how many buses would it take to get all the spectators there? Write an equation and draw a model.