Domain: Operations and Algebraic Thinking Standard Code: KOA1 Teacher Name: Terri Nill

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 For students to demonstrate an understanding that addition is the joining of two sets to make a larger the lesson? (i.e., what do you want set. students to know and understand about For students to represent addition using drawings, explanations, and equations. mathematics as a result of this lesson?)

 What are your expectations for Students need to be able to join two numbers together to make a larger number and write these students as they work on and complete numbers as an equation. this task? The teacher and the students will use the following manipulatives during the lesson:  What resources or tools will  “ Domino Addition” by Lynette Long students have to use in their work  Dominoes that will give them entry into, and  9x12 black construction paper cut into 1/4s help them reason through, the task?  White sticky dots  How will the students work—  White crayons or pencils independently, in small groups, or  Blank addition equations written on chart paper in pairs—to explore this task? This task includes a whole group lesson, partner work, and independent work.  How will students record and Students will record their work on a provided dominoes page as a drawing and as an equation. They report their work? can share their findings as partners as well as in a whole group.

How will you introduce students to the These activities should be implemented after students know how to add two numbers to make a sum. activity so as to provide access to all These activities are designed to help students learn to express a number sentence as an equation. students while maintaining the This lesson begins by reading and discussing “Domino Addition” as a whole group. cognitive demands of the task? Questions to discuss:  What happens when we put the two dots together?  How can we use numbers instead of dots to write about our number sentence?  What do these symbols mean? (+ and =) Explain to students that after reading the story, we will do a class activity, partner sharing, and a center activity to practice adding and writing equations. PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK As students work independently or in Whole Group Task:”Guess My Dots” game small groups, what questions will you  Students will be given a domino. They will count how many dots are on their domino ask to— stating how many dots are on the top, how many are on the bottom, and how many there  help a group get started or make are all together.(e.g. I have 6 dots on the top. I have 3 dots on the bottom. I have 9 dots in progress on the task? all.)  focus students’ thinking on the  Play “Guess My Dots.” A student states how many dots is on his/her domino. The students key mathematical ideas in the try to guess which two numbers are added to make the sum.(e.g.”Do you have 5 dots and 4 task? dots?”)  assess students’ understanding of  Have the student who guesses the correct addends write the number sentence on the chart key mathematical ideas, problem- paper. solving strategies, or the Partner Task: Make a Domino and write an addition equation. representations? After pairing students, give each pair a ¼ sheet of black construction paper and a white crayon or pencil. Have them fold the paper in half. They should use their crayon to trace the line to make a  advance students’ understanding of the mathematical ideas? top and a bottom on their domino. Give each student 5 sticky dots. Each partner will put the number of sticky dots they choose on half of the domino. Have each pair of students write their addition equation on the back of their domino. Partners can share their equations with the rest of the class. Independent Center Task: Dominoes addition page-draw the dots and write the equation. How will you ensure that students Ask guided questions and monitor partner work to facilitate mathematical discussions and to remain engaged in the task? check for understanding.  What assistance will you give or Students who finish early can write their domino equation in another way.(e.g. Flip the domino what questions will you ask a over to show that 3+4=7 and 4+3=7) student (or group) who becomes quickly frustrated and requests more direction and guidance is 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?

PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class Providing opportunities for students to discuss their equations with the whole group and as discussion so that you accomplish your partners will promote mathematical discussion. mathematical goals? Students will explore how number symbols can represent the dots on their dominoes. They will  Which solution paths do you want be exposed to the process of writing a number equation in multiple settings. to have shared during the By including whole group, partner work, and independent practice, as well as through class discussion? In what order will literature and discussion, students will be exposed to multiple ways of understanding the the solutions be presented? Why? process of writing an addition equation.  What specific questions will you ask Specific Questions: so that students will—  How can you use numbers to talk about the dots on your domino? 1. make sense of the  What happens when you put two groups of dots together? mathematical ideas that you  Can you tell me the number sentence or equation you have on your domino? want them to learn?  Can you write an equation for your domino? 2. expand on, debate, and question  Can you tell me another equation you can write for the same domino? the solutions being shared? Students who express an equation through words or through a written equation will 3. make connections among the demonstrate their understanding of addition. 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?