Domain: Standard Code: Teacher

Domain: Standard Code: 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 research and interpret data in order to create displays and justify their conclusions. the lesson? (i.e., what do you want Students will use multiple types of data display to present their information. students to know and understand about mathematics as a result of this lesson?)

What are your expectations for Possible Materials Needed: computer or media with data sets, list of team names provided by teacher students as they work on and (see below), graph paper, calculators, and poster materials. complete this task?  What resources or tools will Expectations: background knowledge of basketball, basic research skills, working in groups of 2-3, be students have to use in their able to read, interpret, and display data in different ways. work that will give them entry into, and help them reason through, the task? Students will work in small groups to create a final product of a poster to present their findings to the  How will the students work— class. independently, in small groups, or in pairs—to explore this task?  How will students record and report their work?

How will you introduce students to the Brainstorm with the class what makes a good basketball player. activity so as to provide access to all students while maintaining the You are the coach of an NBA basketball team. Your challenge is to determine what player on your cognitive demands of the task? team is your MVP (most valuable player) and which player you would be willing to trade to another team. Use two types of data to decide which player is your MVP and which player needs to go. Display your decision in graph/chart form on the poster.

Teacher to needs to set specific parameters of the task including year of data and the teams need to be from the NBA. Teachers may provide specific sources such as magazines and websites (NBA.com) to keep students on the task. PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class discussion so that you accomplish your mathematical goals? Share student work in this order, if available: PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORAExplainTION O whyF THE you TA choseSK different types of displays? (During presentations.) As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Could you have displayed this differently? small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willQuestionsShould toevery prompt: group have the same criteria to judge? ask to—the solutions be presented? Why? Are youWhich going different to choose types one of playergraph wouldor multiple prove players your point, for your is one display? better than the other? Could you find weaknesses in your strong players, and strengths in your weaker ones?  Whelphat a s gprecoupific g qetuest staironsted worill ma youke askHow will you show your data/findings? Are there patterns for which players are MVP’s across the different teams? sopr othatgress stu onde thents twill—ask? What information would you want to see from other groups?  f1oc. umas stuked seennsets’ thinkingof the on the Discuss and display presentations, allow students to ask questions and clarify justifications to keymathematical mathematical i iddeeaass that in the you To assess: one another. taskw?ant them to learn? What criteria did you decide was important? Out of your information, what was important?  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofionWhat did you do with the data (looking for mean, median, mode, range, frequency) What keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- information was useful vs not useful? Why did you choose this type of data display? 3. make connections among the What Questionsinformation to would use during you wantshare: to see from other groups? solving strategies, or the See list above. reprdesiffeerentntations? strategies that are presented?  advance students’ understanding Teacher may have chosen their own team prior to presentations and be ready to demonstrate 4of. the loo mak forthemat patteircalns? ideas? To advance students’ understanding: 5. begin to form generalizations? Will thethe dataclass being understand displayed this inon all their of theown? different Or will types you needof data to display.explain it?Allow students to analyze Whatdifferences information and would similarities you want and to then see discussfrom other what groups? kind of information is best displayed with the Whatdifferent types of types data areof graphs/charts.easier to read and(Line, understand? bar, pie chart, basic chart, t-chart, box plot, line plot, What will you see or hear that lets you histogram, etc.) know that all students in the class How will you ensure that students understand the mathematical ideas that remain engaged in the task? you intended for them to learn? Have students write in a reflection journal, or some other type of reflection sheet, to  What assistance will you give or Whatdemonstrate are you missing? what they What learned, would and your still next want step to be? learn Can more you about. tell me (KWL, what isor making other graphic you feel what questions will you ask a stuck?organizer.) What is a strength that your team will need? student (or group) who becomes If multipleStudent groupswork time, are stuck, discussion, stop and posters have and a class presentations discussion can on differentbe used for ideas formal/informal and “aha’s” to quickly frustrated and requests sparkassessment more thinking. as well. more direction and guidance is solving the task? Extensions:  What will you do if a student (or Write a newspaper periodical persuading others as to why your team/MVP player is the best. group) finishes the task almost Create trading cards for your MVP players, other team members if time permits. immediately? How will you Choose another sport or league to compare to your team or against each other. extend the task so as to provide Students can be ready to actually physically trade their cards as they trade players between teams. additional challenge? Oral instruction given by teacher: Before the lesson begins have a class discussion and brainstorm what makes a good basketball player. What I am looking for from you is a poster that displays your conclusions based on your research and data collected. You will need to be able to sell your player to another team, which means makes them look good so someone else would take them even though you are willing to trade them. You will also need to defend your choice for MVP showing evidence of why they are the best.

Note: You will need to decide if you will let your students choose their team or if you want to assign a team.

Choose 10 or so teams for your class to choose from. Your list will most likely change year to year. Try not to include the team with the actual league MVP. List of Teams Atlanta Hawks Boston Celtics Charlotte Bobcats Chicago Bulls Cleveland Cavaliers Dallas Mavericks Denver Nuggets Detroit Pistons Golden State Warriors Houston Rockets Indiana Pacers LA Clippers LA Lakers Memphis Grizzlies Miami Heat Milwaukee Bucks Minnesota Timberwolves New Jersey Nets New Orleans Hornets New York Knicks Oklahoma City Thunder Orlando Magic Philadelphia Sixers Phoenix Suns Portland Trail Blazers Sacramento Kings San Antonio Spurs Toronto Raptors Utah Jazz Washington Wizards 1.You are the coach of an NBA basketball team. Your challenge is to determine what player on your team is your MVP (most valuable player) and which player you would be willing to trade to another team. Use two types of data to decide which player is your MVP and which player needs to go. Display your decision in graph/chart form on the poster.

2. Justify your choices including the strengths and weaknesses of the chosen players.

(Optional extension) 3. Create trading cards that highlight the strengths of the player you are trying to trade. Strategize ways to sell your player to another team.