Domain: Math Standard Code: 1.NBT.5 Author Name: Miki Rowan
Title of Task: _____Toy Sale (10 more/10 less) ______
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 Given a 2-digit number, students will mentally find 10 more or 10 less than the number without having the lesson? (i.e., what do you want to count. Students will be able to explain their reasoning. 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 will work in pairs. One will be the customer; one will be the store owner. complete this task? Each transaction/payment will be recorded on T-chart (attached). Students will make note of patterns What resources or tools will they notice at task’s end. students have to use in their work that will give them Materials: base-10 blocks, T-chart with 10s and 1s column, hundreds chart, copies of $10 bills, 8 toys entry into, and help them or photos of toys with toy name and price on an attached price tag for each partnership reason through, the task? How will the students work— 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 Launch: activity so as to provide access to all Customer: Ben won $60 in a video gaming competition! He is very excited to spend this money. students while maintaining the His mom takes him to his friend Pam’s yard sale where all toys are on sale for $10. How many toys cognitive demands of the task? can Ben buy? Record which toys Ben buys and keep track of how much money he has after each purchase. How many toys can Ben buy? Store Owner: Pam wants to buy a new game that all the kids are talking about at school (ask the kids what that game might be). Her mom says she can sell 8 of her old toys at a yard sale! A boy named Ben comes to her sale. He wants to buy a lot of toys! If each toy sells for $10, how much money will she have after each purchase? For each sale, show much money Pam has, and how many toys she has sold. Name: ______Number: ______Date: ______PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Debrief: Ask several pairs to explain their methods/thought process for the task. (Show discussion so that you accomplish your various methods used to complete the task.) Keep a T-chart on the whiteboard. We want to mathematical goals? lead the students to notice and discuss the pattern occurring in the tens place when we work PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORAwithTIO N10 O more/10F THE TA lessSK problems. As studteon hats vweo sharedrk inde dpuernidnegn thetly or in small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willExplore:How is each strategy similar? Different? ask to—the solutions be presented? Why? How much does each toy cost? How can we show this amount with manipulatives? If you buy Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask oneWhere toy, how do manyyou see tens a pattern do you forming?pay to the What seller? happens to the pattern as we buy toys? How is the sopr othatgress stu onde thents twill—ask? Whatpattern pattern different can you when see formingwe sell toys? with each purchase/sale? Why does this pattern occur? f1oc. umas stuked seennsets’ thinkingof the on the So, if we are spending a ten, what happens to your money (notice the tens place)? Do we have What do you notice about the ones when we buy or sell toys? keymathematical mathematical i iddeeaass that in the you more or less tens when we spend $10? taskw?ant them to learn? When we get $10 more, what happens to our money? Do we have more or less tens? So. . .when we work on 10 more/10 less problems in our workbook today, which number ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion How do you know? changes? Which number will stay the same? Why? keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- What happens to the ones each time we see ten more/less? Why? 3sol. vmaingk strate conengectionsies, or the am ong the reprdesiffeerentntations? strategies that are presented? advance students’ understanding Wrap up: Give each student a hundreds chart. Start with their fingers on 40. Instruct them to 4of. the loo mak forthemat patteircalns? ideas? 5. begin to form generalizations? move your finger 10 more (don’t count by ones!). What number did we jump to? Continue instructing students to move 10 more/10 less until they can perform with fluency.
What will you see or hear that lets you know that all students in the class How will you ensure that students understand the mathematical ideas that remain engaged in the task? Extra help: Use the manipulatives (hundreds chart, base-ten blocks, $10 bill copies) to create a you intended for them to learn? What assistance will you give or real customer experience. Assist with the recording of each purchase. Explicitly discuss the what questions will you ask a pattern in the tens place as we add 10 more or 10 less. Point out this pattern on the hundreds chart. student (or group) who becomes quickly frustrated and requests Added challenge: Pam wants to buy the most awesome game (student’s choice) with her yard sale more direction and guidance is earnings. If the game costs $100, will she have enough money? If she needs more—how much solving the task? more? How many toys would she need to sell to buy one game? Two games? Three games? Do What will you do if a student (or you see a pattern? group) finishes the task almost immediately? How will you Extreme challenge: Pam decides to sell each toy for $20. If she sells 5 toys, will she have enough extend the task so as to provide to buy her game? How do you know? additional challenge? I start with $______
I have. . . I spend. . . Toy Bought
$______$______
$______$______
$______$______
$______$______
$______$______
$______$______
I have $______left.
Name: ______Number: ______Date: ______I start with $______
Sale I have. . . I get. . . Toy Sold
$______$______
$______$______
$______$______
$______$______
$______$______
$______$______
I have $______in all. Partner 1: You have $60 to spend on toys!
Partner 2: You have 8 toys to sell for $10 each so you can buy a new $100 game.
What happens to your money as you buy or sell toys?