Thinking Through a Lesson Protocol (TTLP) Template s3

Domain: Numbers and Operations in base ten Standard Code: KNBT 1 Teacher Name: Ann Bigelow, Anne Robertson, Charlene Stewart, Valarie Whitaker

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 the lesson? (i.e., what do you want Compose numbers 11-19 into ten ones and further ones by using objects and record the number. students to know and understand about mathematics as a result of this lesson?)

 What are your expectations for students as they work on and 1) Gain an understanding of the constant 10, and ones added to it to make a teen number. complete this task? 2) Unifix cubes, ten frame (base ten block), dice, pencil and paper, cards with teen numbers, white  What resources or tools will boards – class set of tower of ten and ten individual cubes students have to use in their 3) Begin with whole group modeling then work in pairs and finally in small groups work that will give them 4) Fill in ten frame and record teen numbers in a large group setting as well as in small group work 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 This activity is a solidifying activity. The children will have already been introduced to teen numbers activity so as to provide access to all and will be familiar with working as a whole group in pairing off and making a circle within a circle. students while maintaining the cognitive demands of the task? The lesson will begin with all students on the rug. Questions to ask to begin the lesson: . Who can tell me what the numerals are in the number 15? . What do these numerals represent?

Discuss with the children that the numeral one represents a group of ten and there are five ones left over. PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class discussion so that you accomplish your Bring the class back together and have some of them share the numbers they made. The mathematical goals? teacher chooses some who may not have been as confident at the beginning but are now able to PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORAaccomplishTION OF THE the task.TAS KThis will reinforce what they have learned. As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Whole group task: Total the teens small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willReferringQuestions: to our calendar bundles of ten as a jumping off point, examine and discuss how we can ask to—the solutions be presented? Why? makeHold numbers up a flash bigger card than and ten. review Choose by askingstudents “What to show did howyou learnnumbers that arethe made.numerals Give represent?” students  Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask individual cubes or tower of ten unifix cubes. Model how numbers are put together. sopr othatgress stu onde thents twill—ask? OneAsk child “What holds did a tower you learn of ten about unifix teen cubes numbers?” (or a ten frame), another child holds the ones- count  f1oc. umas stuked seennsets’ thinkingof the on the the “tenWhat and numeral ones to composewill a teen a numberteen number. always Another have?” child chooses the numeral card to represent keymathematical mathematical i iddeeaass that in the you this“ number.Where will that numeral be?” taskw?ant them to learn? Continue activity with a buddy and make a number.  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion MakeWrite two two groups numerals with a on circle the boardinside – a 13circle. and Move31 ask and which make is13 a newand hownumber they know. keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- Mix it up. Hold up a numeral card. Find a partner if you can make that number. Students should be able to verbalize their work and recreate the tasks independently both 3sol. vmaingk strate conengectionsies, or the am ong the Independent Practice Activities: conceptually and abstractly reprdesiffeerentntations? strategies that are o Build a number  advpanrescee stuntedde?nts’ understanding Working with a partner put your cubes together to make a teen number. Choose three different 4of. the loo mak forthemat patteircalns? ideas? partners to make and check three different numbers. 5. begin to form generalizations? o Grab bag Reach in a grab bag to pull out cubes to add to a ten cube and write the teen number you have made. What will you see or hear that lets you o Make a teen know that all students in the class Choose a teen number card and show with unifix cubes a group of ten and the ones to make understand the mathematical ideas that that number Hyouow inte willn ydoued ensfor uthemre that to learn?students Asking check and guided questions to promote mathematical discussions, which includes high remain engaged in the task? order thinking for all students.  What assistance will you give or what questions will you ask a If a student struggles, remodel step by step instructions of how to accomplish the task. Work with student (or group) who becomes the child one on one or in small groups. quickly frustrated and requests more direction and guidance is Students who finish early can work in their math journal and do additional problems on their own solving the task? to show the representation of teen numbers. For students who want to really reach they can look at  What will you do if a student (or other place value representations with 20s, 30s, 40s etc. group) finishes the task almost immediately? How will you extend the task so as to provide additional challenge?