Domain/Standard Code: 2.MD.5. Author Name: Trudy Sayers. Page 1

Title of Task: How Do You Measure Up?

Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. “Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks.” Mathe- matics Teaching in the Middle School 14 (October 2008): 132-138.

PART 1: SELECTING AND SETTING UP A MATHEMATICAL TASK (PREPARE)

What are your mathematical goals for 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are the lesson? (i.e., what do you want given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a students to know and understand about math- symbol for the unknown number to represent the problem. ematics as a result of this lesson?)

What are your expectations for students as Expectations: they work on and complete this task? *Students will use effective measuring tools (measuring tape, ruler, string, yard stick, etc.). What resources or tools will students *Students will make comparisons between different lengths and record those differences. have to use in their work that will give *Students will work cooperatively and respectfully. them entry into, and help them reason *Students will work in partners. through, the task? *Students will represent their results using pictures, numbers, and words. How will the students work— independently, in small groups, or in Resources and Tools: pairs—to explore this task? *String, measuring tape, yard stick and rulers. How will students record and report their *Crayons, colored pencils, or markers. work? *Paper for posters to show work and record on.

How will you introduce students to the LAUNCH activity so as to provide access to all Introduction: Trace a gorilla to scale and place it against a wall for the students to use as a ref- students while maintaining the cognitive de- erence or place tape on the wall to represent the 9 foot arm span. Then ask, How do we mea- mands of the task? sure width? Read Don't Be Crabby from the book How Big Is It by Jerry Pallotta. Briefly discuss arm span and wingspan with the students using the two pictures below. http://edu.glogster.com/media/5/22/97/51/22975103.jpg http://files.chickenblog.com/images/vilasgrifape.jpg Task:Using either the overhead or document camera, read the task. Domain/Standard Code: 2.MD.5. Author Name: Trudy Sayers. Page 2

Title of Task: How Do You Measure Up? PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE) As students work independently or in *What do you know? small groups, what questions will you *What do you need to find out? ask to— *What tool or tools will you use? • help a group get started or make *What is your plan to solve the problem? progress on the task? *What is the next step? • focus students’ thinking on the *How did you measure up? key mathematical ideas in the *Is there another way to solve the problem? task? • assess students’ understanding of key mathematical ideas, problem- solving strategies, or the representa- tions? • advance students’ understanding of the mathematical ideas?

How will you ensure that students *Can you tell me what you are trying to find out? remain engaged in the task? *What do you think your first step should be? Why? • What assistance will you give or *What tools will you use? what questions will you ask a student (or group) who becomes quickly frustrated and requests If students finish early, they can solve how much shorter their arm span was to the gorilla and more direction and guidance is then compare their arm span to the arm span or wingspan of other animals on the list at the solving the task? bottom of the task. • What will you do if a student (or group) finishes the task almost Also, students could solve the length using inches or centimeters to determine which tool is better immediately? How will you to use for the task they are completing. extend the task so as to provide additional challenge? Domain/Standard Code: 2.MD.5. Author Name: Trudy Sayers. Page 3

Title of Task: How Do You Measure Up? PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) How will you orchestrate the class discus- Selected groups will share their solutions. They will explain how they came to their solution. sion so that you accomplish your mathemati- Both partners should take a turn while sharing. cal goals? • Which solution paths do you want to How did you measure your arm span? have shared during the Was your arm span shorter or longer than the gorilla? class discussion? In what order will How much shorter or longer was your arm span? the solutions be presented? Why? Did your measurement make sense? • What specific questions will you ask so Was your measurement reasonable? that students will— Did you try comparing your arm span to another animal? How did that measurement 1. make sense of the compare to the gorilla? mathematical ideas that you want Is there another way you could solve this task. 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 understand the mathematical ideas that you intended for them to learn? Domain/Standard Code: 2.MD.5. Author Name: Trudy Sayers. Page 4

Title of Task: How Do You Measure Up?

Our class is going on a field trip to Hogle Zoo. You and your partner want to go to see the gorillas. When you get to the gorilla exhibit, you learn that the arm span of an adult gorilla is about 9 feet. You and your partner need to measure your arm span and decide if your arm span is shorter or longer than the adult gorilla.

Additional Animal Arm Spans/Wingspans To Try Animal Arm Span/Wingspan Orangutan...... 8 feet Chimpanzee...... 7 feet 4 inches Howler Monkey...... 5 feet 5 inches Pygmy Marmoset...... 1 inch Flying Fox...... 6 feet Andean Condor...... 10 feet Bald Eagle...... 7 feet Birdwing Butterfly...... 1foot or 12 inches Giant Pacific Octopus...... 14 feet Bumblebee Bat...... 5 inches Bee Hummingbird...... 3 inches