Thinking Through a Lesson Protocol (TTLP) Template s24

Domain: Number and Operations-Fractions Standard Code: 4NF4C Author Name: A. Kerby and M. Harker Page 1 Title of Task: Pancakes for Breakfast

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 Solve word problems involving multiplication of a fraction by a whole number, by using visual for the lesson? (i.e., what do you want fraction models and equations to represent the problem. students to know and understand about mathematics as a result of this lesson?)

 What are your expecta t ions for  Students will use appropriate small group behavior. students as they work on and complete this task?  What r esou r ces or tools will students have to use in their work  Students will use their math journals, pencils, fraction tiles, measuring cups, and other that will give them entry into, and manipulatives. help them reason through, the task?  How will the students work— independently, in small groups, or  Students will work in partners or small groups to explore this task. in pairs—to explore this task?  How will students record and report their work?  Students will record work on the task sheet and their math journals and will share their findings with the class on the board or document camera. Students will justify their work to the class.

How will you introduce students to the LAUNCH activity so as to provide access to all students while maintaining the  What do you like to eat for breakfast? Have you ever had pancakes? How do you make your cognitive demands of the task? pancakes? (Show a box of Bisquick, Krusteaz or a box of frozen pancakes.)  Have you made anything from scratch using a recipe? What does from scratch mean? How do you read a recipe? (it usually has fractions)  Read the first 3 pages of Cloudy With a Chance of Meatballs by Judi Barrett

PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE) Domain: Number and Operations-Fractions Standard Code: 4NF4C Author Name: A. Kerby and M. Harker Page 2 Title of Task: Pancakes for Breakfast

As students work independently or in  What is the first step in solving the problem? small groups, what q u e st i ons will you ask to—  How can you break it down?  help a group get started or make progress on the task?  Can you use the same process for each ingredient?  focus students’ thinking on the key mathematical ideas in the  Is there another way to do it? (repeated addition instead of multiplication) task?  assess students’ understanding of  Can you prove it? key mathematical ideas, problem- solving strategies, or the  Can you explain how you got that answer to another group? representations?  advance students’ understanding of the mathematical ideas?

How will you ensure that students remain e nga g ed in the task?  Focus on one ingredient at a time. Start with the whole unit first (eggs).  What assistance will you give or what questions will you ask a  Ask your partner/team members for help student (or group) who becomes quickly frustrated and requests  Look for patterns (skip counting, multiples, repeated addition) more direction and guidance is solving the task?  What will you do if a student (or  Make sure your partner or team is finished and understands group) finishes the task almost immediately? How will you  Practice what you will share with the class extend the task so as to provide additional challenge?  Complete extension: task #2

PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF)

2 Domain: Number and Operations-Fractions Standard Code: 4NF4C Author Name: A. Kerby and M. Harker Page 3 Title of Task: Pancakes for Breakfast

How will you o r c h es t r a te the class d iscussion so that you accomplish your mathematical goals?  Which solution paths do you want  Walk around and see which groups are using different strategies. to have shared during the class discussion? In what order will  Start with the most complex way and move to the simplest. (From pictorial the solutions be presented? Why? representations to the algorithm.)  What specific questions will you ask so that students will— 1. make sense of the  Did everyone solve it the same way? mathematical ideas that you want them to learn?  Did everyone’s final product match? (Were the amount of the ingredients the same?) 2. expand on, debate, and question the solutions being shared?  Expand on the difference between a mixed number and an improper fraction. Ask if 3. make connections among the different strategies that are they are equivalent. presented? 4. look for patterns?  Are there any other ways to solve this problem that weren’t shared? 5. begin to form generalizations?

What will you see or hear that lets you know that all students in the class  In their math journals students will write the steps to multiply a fraction by a whole understand the mathematical ideas that number. you intended for them to learn? Domain: Number and Operations-Fractions Standard Code: 4NF4C Author Name: A. Kerby and M. Harker Page 4 Title of Task: Pancakes for Breakfast

Pancakes for Breakfast Anika wants to make her family healthy homemade blueberry pancakes for breakfast. There are 3 people in her family. The recipe she uses makes 6 small pancakes. She thinks that everyone will eat about 6 pancakes, so she decides to triple the recipe.

Task #1: Show how much of each ingredient she would need to triple the recipe. (Include a picture and a number sentence for each ingredient.)

Blueberry Pancakes: Makes 6 small pancakes 3/4 cup whole wheat flour

1/3 cup wheat germ

1/2 teaspoon baking powder

1/4 teaspoon salt

1/4 teaspoon vanilla

2/3 cup milk

3 tablespoons melted butter

1/2 cup blueberries

Mix dry ingredients together. Mix liquid ingredients together. Add the liquid ingredients to the dry ingredients and mix well. Lightly stir in the blueberries. Drop spoonfuls onto a hot griddle and cook on both sides until golden. Serve while hot with syrup. Domain: Number and Operations-Fractions Standard Code: 4NF4C Author Name: A. Kerby and M. Harker Page 5 Title of Task: Pancakes for Breakfast

Task #2: Grandma and Grandpa are coming for a visit. If Anika made pancakes for all 5 of her family members how much of each ingredient would she need?