Thinking Through a Lesson Protocol (TTLP) Template s4

Domain/Standard Code: K.CC.1 Author Name: Marianne, Jodi, Debbie, Julie Page 1 Title of Task: __Caterpillars to 20______

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 be able to count a number of objects 0-20 and write the numeral to represent the quantity. for the lesson? (i.e., what do you want 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 explore numbers to 20 as they count and arrange legs onto body parts of a caterpillar. complete this task?  What r esou r ces or tools will Resources: students have to use in their Paper, pencils, crayons, play dough, toothpicks, counters, number line work that will give them entry into, and help them Work: reason through, the task? Independently  How will the students work— independently, in small groups, or Product: in pairs—to explore this task? Drawing of a caterpillar with 20 legs, with a numeral to represent the total number of body parts.  How will students record and report their work? Domain/Standard Code: K.CC.1 Author Name: Marianne, Jodi, Debbie, Julie Page 2 Title of Task: __Caterpillars to 20______

How will you introduce students to the LAUNCH activity so as to provide access to all students while maintaining the Your caterpillar will have 20 legs. Each body part of the caterpillar will have either 1, 2, 3, or 4 legs. cognitive demands of the task? How many body parts does your caterpillar have?

Background: Talk about caterpillars, or bugs with multiple parts and multiple legs. Basic numeral understanding (one to one counting and numerals represent a set) Domain/Standard Code: K.CC.1 Author Name: Marianne, Jodi, Debbie, Julie Page 3 Title of Task: __Caterpillars to 20______

PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) HPAowRT w 2:ill SyUPou P o OR r c hTING es t r a S teT U theD ENTS’ class EXPLORALookTION For: OF THE TASK (EXPLORE) dA iscussions students sow othatrk i nydoeup aeccndoemplishntly or y inour DescribeHow studentsthe task: were counting to 20. mathematicalsmall groups, g oals?what q u e st i ons will StudentsHow studentswill explore knew objects to add to more 20. orThey less can body draw, parts, use play dough, or any of the manipulatives as you askW to—hich solution paths do you want theyWhat explore manipulative how to create they a used caterpillar and why. with 20 legs. They will represent their caterpillar  helpto ha av eg rsharedoup get d ustrainrtge thed or make pictorially including a numeral to show the total number of body parts. classprogr dessiscussion? on the t ask? In what order will Class Discussion:  ftheocu solutionss students’ be thinking present eond? the Why? TeacherWhen is students observing share students ask, “How counting did toyou 20. get started? Does anyone have a caterpillar that is the  Wkeyhat m sapthematecific qicaluest idionseas inwill the you ask same/different? Did anyone solve or build your caterpillar the same/different way? How did Questions: sotas thatk? students will— you know that you had 20 legs? How did you count your body parts? Is there a different way How many legs does your caterpillar need?  ass1. emass kstue sdeensents’ of un thederstanding of to count? What can you use to represent your caterpillar legs? keymathematical mathematical i iddeeaass, that proble youm - What will you use for your caterpillars body? solvwinagn tstrat themeg toies, learn? or the How many legs can be on each part? 2re. p rexpaesenntda ton,ions? debate, and question Do you need to have the same number of legs on each body part?  advtheance solutions students’ b euningde sharstarend?ing 3of. the ma make tconhematnectionsical id aemas?ong the different strategies that are presented? 4. look for patterns? 5. begin to form generalizations? How will you ensure that students Can you use the play dough to pretend to be your caterpillar’s body? remain e nga g ed in the task? How many legs did you need? Count out 20 toothpicks and put some in each body part. What wWillh atyou ass seeist aornce hear will that you legivets yorou know thatwhat al ql ueststudionsents w inill t yheou class ask a understastundde nthet (or ma grtohematup) wihocal becomes ideas that Extending Questions: you intequicndedkly f forrust themrated to a learn?nd requests Can you make a different caterpillar? more direction and guidance is How many different caterpillars can you make? solving the task? If there a different way that you can represent your numeral of body parts? (number word, dots,  What will you do if a student (or sentence) group) finishes the task almost immediately? How will you extend the task so as to provide additional challenge?