Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 1 Title of Task: ____Count and Match ______

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 For students to develop an understanding of one-to-one correspondence. That each object is assigned a for the lesson? (i.e., what do you want number and the last number assigned is the total number of objects. students to know and understand about mathematics as a result of this lesson?) For students to recognize groups with the same quantities.

 What are your expecta t ions for Students need to be able to count one-to-one and count to tell the number of objects. students as they work on and complete this task? Students will use manipulatives grouped in baggies for the whole group activity.  What r esou r ces or tools will Students will use manipulatives to cover with tubsduring the small group activity students have to use in their work that will give them This lesson includes a whole group lesson to introduce the concept, as well as a small group activity of entry into, and help them the game ‘Memory Match’ for student to practice and reinforce the skill. reason through, the task?  How will the students work— Students do not have to record anything during the small group game, but they do have to report to independently, in small groups, or their group when it is their turn if the two groups they selected have the same number of objects. in pairs—to explore this task?  How will students record and report their work? Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 2 Title of Task: ____Count and Match ______

How will you introduce students to the LAUNCH activity so as to provide access to all Discuss with the students how to count, so that they have a beginning understanding of one-to-one students while maintaining the cognitive correspondence. Help them understand that as we count, each object is assigned a number (never to be demands of the task? counted again) and the last object assigned a number is the total number of objects.

Model this process. It might be worth while to show them why we don’t count and object twice or what happens if you point to objects faster that you count.

Let students know that we will be doing a class activity, as well as a center activity to show and give us practice on counting the total number of objects. Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 3 Title of Task: ____Count and Match ______PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE) As students work independently or in Whole Group Task- small groups, what q u e st i ons will Have students sit in a big circle. Give each student a baggy with an undisclosed amount of different PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) you ask to— manipulates. For this activity you will need to have a baggy for each student but make sure that How will you o r c h es t r a te the class Provide the students ample opportunities and time to discuss with their neighbors to promote  help a group get started or make there are two students with the same quantity for each number up to 10, not sitting by each other. d iscussion so that you accomplish your mathematical discussions and mathematical language. progress on the task? Let the students count and explore their baggy of objects. When you feel that all students have mathematical goals?  focus students’ thinking on the successfully counted the total number of objects, have them find a friend that has the same number  Which solution paths do you want During the whole group lesson, ask different pairs of student the show their matching sets of key mathematical ideas in the of objects. This activity will give the students an opportunity to discuss and reason with classmates to have shared during the manipulatives and tell us why they match. task? why they don’t have to same amount and also understand that there can be the same number of class discussion? In what order will objects even when represented by different objects.  assthee solutionsss studen bets’ punresderstaentedn?d Winghy of? During the small group activity ask them to tell the group how many is in each set they chose key mathematical ideas, problem- Small Group Task-  What specific questions will you ask and if they do not match you could ask which as more or less. solving strategies, or the This activity, in which students look for matching sets of manipulatives, while playing the familiar so that students will— representations? gameYou of Memory should see Match. students Place pointing paired to sets each of individualmanipulatives object under as they a margarine count their tubs manipulatives (or the like). 1. make sense of the Arrange the tubs at random in rows. Have students take turns, first peeking under one tub and then  advmathematicalance students’ i duneadse thatrstan ydouin g and hear them counting in sequence, and then be able to tell you the number of objects of the mathematical ideas? undercounted. another looking for matching sets. Students who find a match remove the pair of tubs and want them to learn? manipulatives from the rows. Students who do not find a match replace the tubs over the counters 2. expand on, debate, and questionand it’s the next students turn. the solutions being shared? Variations- 3. make connections among the *Hide dot cards under half the tubs and matching sets of manipulatives under the other half. different strategies that are Students can play memory to recognize quantities. presented? *Hide numeral cards under half the tubs and matching sets of manipulatives under the other half. 4. look for patterns? Students can play memory to recognize numerals as well as the quantity. 5. begin to form generalizations?

How will you ensure that students Have a parent helper or if available an assistant at the small group to ask checking questions and Wremahati nw eill nga you g ed see in or the hear task? that lets you guided questions. know thatWhat al assl stuistdaencents willin the you class give or understawhatnd qtheuest maionsthemat will yioucal ask ide as thatFor students that are struggling instead of having them lift just two tubs to find a match, allow them you intestunddeden tf or(or them group) to wlearn?ho becomes to lift as many tubs as necessary until they find the match. quickly frustrated and requests more direction and guidance is For students who are more advanced or get through the first memory game, use one the variations solving the task? of the game.  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?