Thinking Through a Lesson Protocol (TTLP) Template s2

Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 1

Title of Task: ______

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 for Students will know the relative sizes of measurement units within one system of units, including the lesson? (i.e., what do you want km,m,cm. students to know and understand about mathematics as a result of this lesson?) Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 2

 What are your expecta t ions for students as they work on and Expectations: complete this task?  What r esou r ces or tools will *Students will identify the units of linear measurement within the metric system. students have to use in their *Students will identify the equivalent units of measurement within the metric system. work that will give them entry *Students will convert measurement within one system (i.e 300=3m) into, and help them reason through, the task? *Resources or tools: Meter sticks, paper, pencil, string, worksheets  How will the students work— independently, in small groups, or in *Students will work with partners, in small groups and share with the total group. pairs—to explore this task?  How will students record and report their work? Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 3

How will you introduce students to the LAUNCH activity so as to provide access to all students while maintaining the cognitive What would our world be like if we had no rulers or meter sticks? Use licorice ropes of different lengths demands of the task? and give every student a piece of licorice. Is this fair? Are you happy with your piece? What could we do to make it even? Make licorice pieces the same size for all the students and pass out pieces again. Is there a way to measure without using any measurement tools? What would you use to measure? mm-=width of thumbnail, cm=width of pinky, dm=width of palm, m=from one shoulder to outstretched opposite arm. Call out cm.mm, dm or m and have students show the relative size of each measurement with a part of their body. Song lyrics at the end of this template. Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 4

PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF) HPAowRT w 2:ill SyUPou P o OR r c hTING es t r a S teT U theD ENTS’ class EXPLORASHARING:TION OF THE TASK (EXPLORE) dA iscussions students sow othatrk i nydoeup aeccndoemplishntly or y inour RecordHave with the a 10partner things on listed your above paper: written on the board. Each group will record their unit choice. mathematicalsmall groups, g oals?what q u e st i ons will *FiveDiscuss things andwould defend. use measure Groups and will record then sharein km. their estimate of the number of each unit needed you askW to—hich solution paths do you want *Fivefor things each youof the would item. measure Discuss, and debate record and in defend. cm.  helpto ha av eg rsharedoup get d ustrainrtge thed or make *Five things you would measure and record in m. classprogr dessiscussion? on the t ask? In what order will Students will write in their journals. They will record body unit measurements and the “King  ftheocu solutionss students’ be thinking present eond? the Why? DiscussHenry”. in small groups, record and be prepared to share and defend  Wkeyhat m sapthematecific qicaluest idionseas inwill the you ask *What did you learn? sotas thatk? students will— *How would you teach this to a brother or sister?  ass1. emass kstue sdeensents’ of un thederstanding of keymathematical mathematical i iddeeaass, that proble youm - EXTENSIONS: solvwinagn tstrat themeg toies, learn? or the Write on the board the acronym of “King Henry” 2re. p rexpaesenntda ton,ions? debate, and question K-King (km) 1000  advtheance solutions students’ b euningde sharstarend?ing H-Henry (hm) 100 3of. the ma make tconhematnectionsical id aemas?ong the D-Died (dkm) 10 different strategies that are M-Monday (m) 1 unit presented? D-Drinking (dm) .1 4. look for patterns? C-Chocolate (c) .01 5. begin to form generalizations? M-Milk (mm) .001 How will you ensure that students *Teacher will Monitor student participation and understanding of the activities remain e nga g ed in the task? *Each*Have student convert will bemeters responsible to cm. Convertto turn in km their to m.individual Convert worksheet km to cm. Describe how you came up What wWillh atyou ass seeist aornce hear will that you legivets yorou *Teacherwith yourwill encourageanswer. Show students on theto use board body how part you references figured out in determiningeach problem. if their measurement know thatwhat al ql ueststudionsents w inill t yheou class ask a seems?What practical. patterns do you see in these conversions? understastundde nthet (or ma grtohematup) wihocal becomes ideas that ?How is the metric system easier/harder than customary system? you intequicndedkly f forrust themrated to a learn?nd requests Extensions: Have students or groups come up with their own list of items to measure and estimated more direction and guidance is measurement of each item. Trade lists with another person or group. 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? Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 5

Title of Task: ______What metric unit would you use to measure the following things? (m, km, cm) 1- Football field 2- Pencil 3- Math book 4- Width of classroom 5- Distance from Ogden to Salt Lake 6- Length of a swimming pool 7- Distance from your house to Lagoon 8- Distance from our class to the office 9- Length of your foot 10- Height of the classroom

***Extension- Use estimating to determine the number of m, km, or cm for each item above. Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 6

Title of Task: ______Extension Estimate the distance from our classroom to the lunchroom. Start at the door. You can’t use a ruler or meter stick. What would you use? Domain/Standard Code: 4.MD.1 Mighty Measurement Author Name: Lorie Brown, Vickie G. Page 7

Song-To the tune “The Old Gray Mare”

10 millimeters in every centimeter (show thumbnail for mm)

Every Centimeter (Show pinky finger for cm)

Every Centimeter

10 millimeters in every centimeter

That’s called metric talk!

Boom! Boom! Boom! (move hips back and forth)

10 Centimeters in every Decimeter….(show palm for dm)

10 Decimeters in every meter……

100 Centimeters in a meter……

Continue………..

http://ingeb.org/songs/theoldgr.html - Click on the Melody Tab