Thinking Through a Lesson Protocol (TTLP) Template s23

Domain: Geometry Standard Code: 1,G.1 Teacher Name: First Grade Shapes in our Community 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 Distinguish between defining attributes, versus non-defining attributes by sorting. the lesson? (i.e., what do you want students to know and understand about mathematics as a result of this lesson?)

 What are your expectations for students as they work on and Students are expected to sort the pictures of shapes in their community by attribute. Students will look complete this task? at pictures taken in the community of signs or building that are polygons and non-polygons, to help  What resources or tools will understand the concept of attributes. students have to use in their  2 Sorting circles work that will give them  Bag of pictures from their community entry into, and help them reason through, the task?  How will the students work— independently, in small groups, or Students work in pairs. One student shows the shape and asks where it goes and why, then reverse in pairs—to explore this task? roles.  How will students record and report their work?

How will you introduce students to the Launch: We are so lucky!!! Someone from the newspaper is writing about the different shapes in our activity so as to provide access to all community. They need our help in sorting them. You are going to work with your partner and sort students while maintaining the these pictures for the newspaper man, so he can write his story. He needs great mathematicians to cognitive demands of the task? help him know which shapes should be grouped together. Use the sorting circles to sort the bag of pictures into two groups. . One partner will hold up the picture and ask “where does the picture go? Why did you choose that circle?” Then you switch jobs. PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Solution Path: discussion so that you accomplish your After all the pictures have been sorted, have the students do a gallery walk. Students will mathematical goals? move around the room and discuss how other partners have sorted their pictures. If they agree PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORAorTI disagreeON OF THE with TA theirSK sorting. Have selected students share their solutions. As studteon hats vweo sharedrk inde dpuernidnegn thetly or in small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willGetting Specific Started Questions: Questions: ask to—the solutions be presented? Why? How will youHow start? did youWhat sort do youryou see?picture? What is your plan? What do you know about the pictures?  Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask (Who is theWhy presenter? does that Who work? is the sorter? What questions do you need to ask your partner?) sopr othatgress stu onde thents twill—ask?  Can you explain your thinking?  Why did you put this picture in that circle?  f1oc. umas stuked seennsets’ thinkingof the on the Focus Questions:  What makes those shapes the same/different? keymathematical mathematical i iddeeaass that in the you How do you know that? Why did you put the picture in that circle? What else can you do? Tell me  Can you explain the thinking of the partner? taskw?ant them to learn? more about that. Can the picture go in the other circle? Which box?  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion What will you see or hear? keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- Assessing Questions: 3. make connections among the Why is the Theypicture were in thataccurate circle? in Willtheir yousorting. explain that to me? How are these pictures alike? How solving strategies, or the  They worked with their partner. reprdesiffeerentntations? strategies that are are these pictures different? presented?  They were able to explain their sorting.  advance students’ understanding They made use of attribute vocabulary 4of. the loo mak forthemat patteircalns? ideas? Advanced Questions: 5. begin to form generalizations? What do you notice? Is there another way to sort those? Why doesn’t this picture belong? Do you see any similarities? Do you see any differences?

What will you see or hear that lets you know that all students in the class How will you ensure that students Assistance: understand the mathematical ideas that remain engaged in the task?  Careful partnering of students you intended for them to learn?  What assistance will you give or  Fewer shapes to sort what questions will you ask a student (or group) who becomes Extensions: quickly frustrated and requests  Add more shapes more direction and guidance is  Add complex shapes 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?