Thinking Through a Lesson Protocol (TTLP) Template s5

Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 1 Title of Task: ______Sarah’s Paycheck

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 Students will compare fractions with different denominators by creating common denominators or by for the lesson? (i.e., what do you want comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the students to know and understand about fractions refer to the same whole. mathematics as a result of this lesson?)

 What are your expecta t ions for students as they work on and complete Students will create a drawing to represent the solution. They will discuss their ideas with their group. this task? Students will explain their answers.  What r esou r ces or tools will Manipulatives-fraction tiles or wedges, cubes students have to use in their work Paper that will give them entry into, and Pencil help them reason through, the task? Students will work in small groups or pairs  How will the students work— Students will record their work on their individual papers. independently, in small groups, or in pairs—to explore this task?  How will students record and Extension tools: report their work? Play Money

How will you introduce students to the LAUNCH-Tell the students they just finished two weeks of work and they now have their paycheck. activity so as to provide access to all The paycheck is $1,000. Ask them what they would spend the money on; write the answers on the students while maintaining the board. Have the students think about what grown-up need to spend their paycheck on, explain that rent cognitive demands of the task? or housing can be ½ of their paycheck. Ask how much of the paycheck would go to rent? Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 2 Title of Task: ______Sarah’s Paycheck

PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE) As students work independently or in What is your strategy? small groups, what q u e st i ons will What do you need to find out? you ask to— List all the information that you know  help a group get started or make Are those fractions equivalent? progress on the task? Can you tell me how they are equivalent?  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?

2 Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 3 Title of Task: ______Sarah’s Paycheck

How will you ensure that students Point out the conversion chart on the wall, remain e nga g ed in the task? Encourage the students to use the fraction tiles or wedges.  What assistance will you give or Accommodations: what questions will you ask a Help them understand how to represent a whole as a fraction student (or group) who becomes Encourage them to draw a picture and color in the information that they already know quickly frustrated and requests more direction and guidance is Extension: solving the task? Give the students the monetary amounts of the bills paid with the remaining paycheck and have  What will you do if a student (or them use the fractions from the original problem to figure out the full amount of the paycheck. 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 (DISCUSS/DEBRIEF) Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 4 Title of Task: ______Sarah’s Paycheck

How will you o r c h es t r a te the class Share how they solved the problem by showing their diagrams. d iscussion so that you accomplish your mathematical goals? Ask:  Which solution paths do you want Why did you do it that way? to have shared during the class discussion? In what order will How can you use what you have learned today? the solutions be presented? Why?  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? 4. look for patterns? 5. begin to form generalizations?

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?

4 Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 5 Title of Task: ______Sarah’s Paycheck Sarah spent ½ of her paycheck on rent, her rent? How much money did Sarah 2/8 of her paycheck on food. What spend on her food? fraction of her paycheck is left for her to spend?

Extension: Sarah spent ½ of her paycheck on rent, 2/8 of her paycheck on food. The remaining paycheck Sarah spent on the following things: $150 Utilities $70 Cell phone bill $60 Savings $30 Entertainment How much was her total paycheck? How much money did Sarah spend on Domain/Standard Code: 4.NF.2 Author Name: Sharon Zenger, Kelly Freeman Page 6 Title of Task: ______Sarah’s Paycheck