Thinking Through a Lesson Protocol (TTLP) Template s21
Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 7
Title of Task: ____Count and Match ______
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 mathematical goals for the lesson? (i.e., what do you want
students to know and understand about mathematics as a result of this lesson?) / For students to develop an understanding of one-to-one correspondence. That each object is assigned a number and the last number assigned is the total number of objects.
For students to recognize groups with the same quantities.
· What are your expectations for students as they work on and complete this task?
· What resources or tools will students have to use in their work that will give them entry into, and help them reason through, the task?
· How will the students work—
independently, in small groups, or in pairs—to explore this task?
· How will students record and report their work? / Students need to be able to count one-to-one and count to tell the number of objects.
Students will use manipulatives grouped in baggies for the whole group activity.
Students will use manipulatives to cover with tubsduring the small group activity
This lesson includes a whole group lesson to introduce the concept, as well as a small group activity of the game ‘Memory Match’ for student to practice and reinforce the skill.
Students do not have to record anything during the small group game, but they do have to report to their group when it is their turn if the two groups they selected have the same number of objects.
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / LAUNCH
Discuss with the students how to count, so that they have a beginning understanding of one-to-one correspondence. Help them understand that as we count, each object is assigned a number (never to be counted again) and the last object assigned a number is the total number of objects.
Model this process. It might be worth while to show them why we don’t count and object twice or what happens if you point to objects faster that you count.
Let students know that we will be doing a class activity, as well as a center activity to show and give us practice on counting the total number of objects.
Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 7
Title of Task: ____Count and Match ______
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE)As students work independently or in small groups, what questions will you ask to—
· help a group get started or make progress on the task?
· 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? / Whole Group Task-
Have students sit in a big circle. Give each student a baggy with an undisclosed amount of different manipulates. For this activity you will need to have a baggy for each student but make sure that there are two students with the same quantity for each number up to 10, not sitting by each other.
Let the students count and explore their baggy of objects. When you feel that all students have successfully counted the total number of objects, have them find a friend that has the same number of objects. This activity will give the students an opportunity to discuss and reason with classmates why they don’t have to same amount and also understand that there can be the same number of objects even when represented by different objects.
Small Group Task-
This activity, in which students look for matching sets of manipulatives, while playing the familiar game of Memory Match. Place paired sets of manipulatives under a margarine tubs (or the like). Arrange the tubs at random in rows. Have students take turns, first peeking under one tub and then under another looking for matching sets. Students who find a match remove the pair of tubs and manipulatives from the rows. Students who do not find a match replace the tubs over the counters and it’s the next students turn.
Variations-
*Hide dot cards under half the tubs and matching sets of manipulatives under the other half. Students can play memory to recognize quantities.
*Hide numeral cards under half the tubs and matching sets of manipulatives under the other half. Students can play memory to recognize numerals as well as the quantity.
How will you ensure that students remain engaged in the task?
· What assistance will you give or what questions will you ask a
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? / Have a parent helper or if available an assistant at the small group to ask checking questions and guided questions.
For students that are struggling instead of having them lift just two tubs to find a match, allow them to lift as many tubs as necessary until they find the match.
For students who are more advanced or get through the first memory game, use one the variations of the game.
Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 7
Title of Task: ____Count and Match ______
PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF)How will you orchestrate the class discussion so that you accomplish your mathematical goals?
· Which solution paths do you want to have shared during the
class discussion? In what order will 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? / Provide the students ample opportunities and time to discuss with their neighbors to promote mathematical discussions and mathematical language.
During the whole group lesson, ask different pairs of student the show their matching sets of manipulatives and tell us why they match.
During the small group activity ask them to tell the group how many is in each set they chose and if they do not match you could ask which as more or less.
You should see students pointing to each individual object as they count their manipulatives and hear them counting in sequence, and then be able to tell you the number of objects counted.
Domain/Standard Code: KCC-Countng and Cordinality Author Name: Vickie Winegar Page 7
Title of Task: ____Count and Match ______