Thinking Through a Lesson Protocol (TTLP) Template s7

Domain: Operations and Algebraic Thinking Standard Code: 1.0A.2 Teacher Name: First Grade Turkey Feathers 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 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 using the lesson? (i.e., what do you want strategies. Strategies include: students to know and understand about  Counting on mathematics as a result of this lesson?)  Making 10  Decomposing a number leading to a 10  Using the relationship between addition and subtraction

 What are your expectations for Students will work independently on these tasks. Students will record their work on the turkey math students as they work on and page. Some will share using a document camera. Resources they need are: complete this task?  Paper/pencil  What resources or tools will  Crayons students have to use in their  Copies of work that will give them entry into, and help them reason through, the task?  How will the students work— Students will work in differentiated groups based on skill level. The green group is advanced and has independently, in small groups, or three colors for their turkey with bigger numbers to use. The pink group is right on target. They have in pairs—to explore this task? two colors for their turkey with appropriate numbers. The blue group is the low level. They have two  How will students record and colors with smaller numbers to use. report their work?

How will you introduce students to the Launch 1: Look at my poor turkey. He is missing his feathers. We need to help him get his feathers activity so as to provide access to all back. Do a problem with students by pulling a large and small piece of paper out of the bag. Show students while maintaining the students what colors will decorate their turkey. Ask for volunteers to help decorate the turkey. Have cognitive demands of the task? students get their materials for their appropriate group and complete their own turkey.

Launch 2: A hungry coyote saw your turkey and chased him. Your turkey was too fast for the coyote, but he lost a few of his feathers. Guide students through an example problem with the turkey made in launch 1. Place large pieces of paper on the board with the number of feathers the turkey could loose. Blue number is three. Pink number is six. Green number is 9. PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Using the document camera students present strategies. Use some of the questions that follow. discussion so that you accomplish your mathematical goals? Specific Questions: PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORATION OWhatF THE else TA doSK you notice? As studteon hats vweo sharedrk inde dpuernidnegn thetly or in Getting startedWhy questions: does that work? small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer willHow are youCan going you to explain figure thisyour out? thinking? ask to—the solutions be presented? Why? What information Can you do explainyou have? the think of the presenter?  Whelphat a s gprecoupific g qetuest staironsted worill ma youke askWhat is your plan? sopr othatgress stu onde thents twill—ask? WhatWhat strategy will canyou you see use?or hear?  They were accurate in their work.  f1oc. umas stuked seennsets’ thinkingof the on the What tools can you use to help you?  Their work is clear and precise. keymathematical mathematical i iddeeaass that in the you What can you use that you already know?  Students will be sharing work with the class and partners. taskw?ant them to learn? Focus questions:  There were multiple strategies used.  ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofionHow do you know?  Students tried to use a strategy they normally don’t use. keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- How does that work? 3. make connections among the How did you get there? solving strategies, or the After each student shares ask a class member to use their own words to summarize the strategy reprdesiffeerentntations? strategies that are What else can you do? presented? Tell justme morepresented. about Havethis? a discussion with the class and the presenter to solidify the strategy used.  advance students’ understanding Do this after each launch and explore. 4of. the loo mak forthemat patteircalns? ideas? Is there another way to add the feathers? 5. begin to form generalizations? Assessing questions? Will you explain that to me? How did you come to that answer? What will you see or hear that lets you Advanced questions? Is there another way to come up with the answer. know that all students in the class How will you ensure that students Assistance: understand the mathematical ideas that remain engaged in the task?  Provide manipulative. you intended for them to learn?  What assistance will you give or  Provide number lines. what questions will you ask a  Start a strategy and have them finish. student (or group) who becomes Extensions: quickly frustrated and requests  Change the numbers in the story. more direction and guidance is  Ask them to use a new strategy. solving the 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?