Thinking Through a Lesson Protocol (TTLP) Template s22

Domain: Measurment & Data Standard Code: 1.MD.1 Teacher Name:

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 Students will compare and order 3 lengths of objects 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 Expectation: students as they work on and Students will complete this task?  What resources or tools will Tools: students have to use in their Math Journal or Worksheet work that will give them Pencil entry into, and help them Unifix Cubes reason through, the task?  How will the students work— independently, in small groups, or Students will work in pairs or small groups in pairs—to explore this task?  How will students record and report their work? Students will report their findings on a worksheet or math journal using a document camera

How will you introduce students to the Students will already have a basic understanding of vocabulary (story/level (building-elevators, activity so as to provide access to all escalators, & stairs), compare, height, measure, unit, tall, taller, tallest, short, shorter, shortest & start students while maintaining the line, 1st – 10th etc (tallest of building floors) cognitive demands of the task? Launch 1: Billy must wash the windows in 3 buildings (label buildings with # or letters). There is 1 window in each story. How many stories will he have to climb to wash each building? (on the board) Give students the words: Tall, Taller, Tallest. Which is Tallest? Then have them compare the other 2 (which is taller?) Have students then label the buildings: Tall, Taller, Tallest (on board place them under buildings) Launch 2: Which building will take Billy the shortest/longest time to wash? PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Common Errors: discussion so that you accomplish your Not starting at the bottom (startline) mathematical goals? Confusing terminology PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORANotTIO labelingN OF THE the TA tallestSK building first to be able to compare 3 As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Getting started Questions: small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willWhat are you trying to find out? ask to—the solutions be presented? Why? AreSolution those building Path: the same size?  Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask HowUsing are they unifix different? cubes How do you know that building is tallest? (taller) sopr othatgress stu onde thents twill—ask? Picture representations 1. make sense of the HowNumerically can you use your unifix cubes to create the buildings?  focus students’ thinking on the Focus Questions: mathematical ideas that you Starting with tallest to compare the 3 key mathematical ideas in the You lay each tower along the bottom edge of your desk so you can see the exact size of each in comparison taskw?ant them to learn? with each other. (startline)  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion How did you get from tall to tallest? Specific Questions: keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- Show me your proof. 3. make connections among the AssessingWhat didQuestions: you notice about the buildings? solving strategies, or the What other things could you use to measure them? reprdesiffeerentntations? strategies that are Does it make sense? Share your thinking with us. presented? CanCan you youexplain try itusing to your different neighbor? words to compare?  advance students’ understanding ExplainWhat your else reasoning can you totell the us? class. 4of. the loo mak forthemat patteircalns? ideas? 5. begin to form generalizations? AdvancingCan you Understanding: do it again with different size buildings? Can you show me that in a different way? What were you thinking when you…? Can you put them in order a different way? What will you see or hear that lets you See/Hear? know that all students in the class Explaining results to other students How will you ensure that students understand the mathematical ideas that See them using the unifix cubes to compare size remain engaged in the task? you intended for them to learn? See them counting the “windows” to determine the number of stories  What assistance will you give or Assistance: what questions will you ask a Compare only 2 buildings. student (or group) who becomes Clarify vocabulary (i.e. tallest, taller, tall, shortest, shorter, short) quickly frustrated and requests more direction and guidance is solving the task?  What will you do if a student (or group) finishes the task almost Extensions: immediately? How will you Find 3 other objects in your desk or classroom to compare extend the task so as to provide What other words can you use instead of tall? (i.e. big, small, short) additional challenge?