Thinking Through a Lesson Protocol (TTLP) Template s20

Domain/Standard Code: 2NBT.6 Author Names: Susan Garrett, Jodee Worthington, Jana Worthington, Karen Donaldson Page 1 Title of Task: ____ Watermelon/Pumpkin Seed Task ______

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 NBT 6. Students will be able to compare two three – digit numbers using strategies based on place for the lesson? (i.e., what do you want value and properties of operations. students to know and understand about mathematics as a result of this lesson?)

 What are your expecta t ions for *The students will be able to estimate the number of seeds in a watermelon. students as they work on and The students will be able to count the number of seeds in his/her piece of watermelon. complete this task? In a group, the students will be able to add their seed numbers together to get a total sum of seeds.  What r esou r ces or tools will students have to use in their *The students will need a piece of watermelon, a paper cup, and paper plate. work that will give them The students will need a paper (reporting form) and pencil. entry into, and help them The students can use any manipulative to assist with the addition process. reason through, the task?  How will the students work— *The students will work in groups of four. independently, in small groups, or in pairs—to explore this task?  How will students record and *The students will record their work on the paper (reporting form). report their work? Domain/Standard Code: 2NBT.6 Author Names: Susan Garrett, Jodee Worthington, Jana Worthington, Karen Donaldson Page 2 Title of Task: ____ Watermelon/Pumpkin Seed Task ______

How will you introduce students to the LAUNCH activity so as to provide access to all *The teacher will present the watermelon. Each student will lift the watermelon and compare its students while maintaining the weight to other objects they are familiar with. The class will discuss its characteristics (seeds, taste, cognitive demands of the task? color, etc). Domain/Standard Code: 2NBT.6 Author Names: Susan Garrett, Jodee Worthington, Jana Worthington, Karen Donaldson Page 3 Title of Task: ____ Watermelon/Pumpkin Seed Task ______

PART 3:2: SHUPAPRORINGTING AND S DTIUSDCUENTS’SSING EX THEPLO TASKRATI O(DISCUSS/DEBRIEF)N OF THE TASK (EXPLORE) HAsow stu wdillen ytsou w oo rr ck h i esnd t e r p a e ten d theen tly class or in Teacher will observe students while working. Make a note of which students should present dsmall iscussion groups, so thatwhat you q a ucc e stomplish i ons w yillour their data. mathematicalyou ask to— goals?  Whelphich a gsorouplution get p statahsrt eddo oryou ma wkaen t *What*What do you do know?you want What students information to share? do you need to find out? What is your plan to solve the tpor ohagrvesse shared on the d tuask?ring the problem?*Data What do you need to do to figure out how many seeds there are?  fclassocus dstuiscussion?dents’ thinking In wh aton o therder will*What*Process do you of need adding to do the to totalfind numbera total for of yourseeds? group? thekey solutionsmathemat beical pr iesdeeanst eind ?the Why?  Wtashkat? specific questions will you ask *Does your answer make sense? Can you explain your answer to the class?  assso thatess stustuddeennts’ts will—understanding of 1k.ey ma maktehemat senseical of theideas, problem- *How did you find the sum of your groups seeds? solvmathematicaling strategies, i dorea thes that you reprwesanent tahemtions? to learn? *Is there another way to solve the problem?  a2dv. expaance nstud on,den dts’eb unated, earnstda qnuestdingion *Do you think this was the only way to collect your data? of thethe ma solutionsthemat ibcalei ngide shaas?red? 3. make connections among the *How was your strategy different or similar to the other groups? different strategies that are presented? 4. look for patterns? *Would your data change if you were given a different piece of watermelon? How w5ill. y beginou ens tuor feo rthatm g setnueralidentszations? All students will be required to record the information on their paper or recording sheet. Groups remain e nga g ed in the task? will communicate their data with the class.  What assistance will you give or *What do you think your first step should be and why? What numbers do you need to add the seeds What wwillhat you quest seei onsor hear will ythatou ask let sa you together? know thatstud alenl tstu (ord grenotsup) in wtheho class becomes understaquicndk lythe fr ustmartahematted anidcal re qiduestseas that you intemnordede d irectfor themion and to learn?guidance is solving the task?  What will you do if a student (or *Students will be asked if they can solve the problem in another way. Students will be asked to group) finishes the task almost organize the number of seeds, in their group, from least to greatest. Students will be asked to weigh immediately? How will you the watermelon and determine who has the closest estimation. Students will be asked to graph data. extend the task so as to provide additional challenge? Domain/Standard Code: 2NBT.6 Author Names: Susan Garrett, Jodee Worthington, Jana Worthington, Karen Donaldson Page 4 Title of Task: ____ Watermelon/Pumpkin Seed Task ______Count the seeds in your slice of watermelon. How many total seeds are in your group’s slices of watermelons?