Domain: Numbers and Operations in Base Ten Standard Code: 2.NBT.8 Teacher Name: Linda Clegg

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: Keep 500 What are your mathematical goals for 2NBT8 Students will be able to mentally add 10 or 100 to a given number 100-900, and mentally the lesson? (i.e., what do you want subtract 10 or 100 to a given number 100-900 students to know and understand about mathematics as a result of this lesson?)

 What are your expectations for Expectations: students as they work on and complete  Students will make sense of the problem and preserve in solving it this task?  Students will show their understanding of addition and subtraction  What resources or tools will Resources students have to use in their work  “Keep 500” Score Mat (One per partner) that will give them entry into, and  “Keep 500” Die (+100; -100; +10; -10; Lose a Turn; Your choice) help them reason through, the task?  Background of counting by 100 (Backward and forward)  How will the students work—  Background of count by 10 (backward and forward) independently, in small groups, or  Students could use manipulative if needed in pairs—to explore this task? Grouping  How will students record and  Students will work with a partner report their work? Recording/Reporting  Record on sheet  Glue task in math journal and say what they learned How will you introduce students to the activity so as to provide access to all Ask students if you could have 500 hundred of something…what would it be? students while maintaining the cognitive demands of the task? Explain that “Keep 500” is a game they are going to play with a partner and the goal is to have 500 by the end of the game.

Hand out Game Sheets

PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK As students work independently or in small groups, what questions will you  What are you thinking? ask to—  How do you know your thinking is correct?  help a group get started or make progress on the task?  focus students’ thinking on the key mathematical ideas in the task?  assess students’ understanding of key mathematical ideas, problem- solving strategies, or the representations?  advance students’ understanding of the mathematical ideas?

How will you ensure that students Both students will be required to record their information on the “Keep 500” sheet and then in remain engaged in the task? their math journals. Students will also be engaged in oral and written communication.  What assistance will you give or  what questions will you ask a student (or group) who becomes quickly frustrated and requests  Explain how you reached your answer? Why did you use the strategies you did? Could more direction and guidance is you have solved it another way? Are there tools you need to use to help accomplish this solving the task? task.  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?

PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class discussion so that you accomplish your mathematical goals?  Which solution paths do you want  Are there any other ways to solve this task?? to have shared during the  Does it matter which order you add the numbers? class discussion? In what order will  Does it matter which order you subtracted the numbers? the solutions be presented? Why?  Did you line up the numbers in the correct place?  What specific questions will you ask so that students will— 1. make sense of the mathematical ideas that you want them to learn? 2. expand on, debate, and question the solutions being shared? 3. make connections among the different strategies that are presented? Students will explain the correct properties of operations as it relates to the task. 4. look for patterns? 5. begin to form generalizations? Extension: I Have…Who Has?

What will you see or hear that lets you know that all students in the class understand the mathematical ideas that you intended for them to learn?

“Keep 500” *Everyone begins at 500 Partner #1: Partner #2: Roll: Score: Rolled: Score: