Domain: Measurement and Data (MD) Standard Code:3.MD2 Teacher Name: Candy Grams
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 Students will be able to add/multiply sugar grams up to 1000 sugar grams by analyzing and comparing the lesson? (i.e., what do you want two pictures of candy bars. students to know and understand about mathematics as a result of this lesson?)
What are your expectations for Students will estimate which of two pictures will give them the most $ from the dentist and given them students as they work on and the most candy to keep. complete this task? What resources or tools will Tools: 4 different manipulatives corresponding to each candy bar, paper, graph paper, pencils, students have to use in their colored pens, calculators, multiplication chart, 100s chart, pictures of grouped candy bars, work that will give them pictures of gram count for each bar. entry into, and help them reason through, the task? Grouping: partners/independent How will the students work— independently, in small groups, or How will they report? in pairs—to explore this task? 1. Show on document camera with explanation. How will students record and report their work?
How will you introduce students to the Dr. Bailey is a dentist. He will buy your “trick or treat” Halloween candy at the rate of $.05 per activity so as to provide access to all gram of sugar up to 500 grams of sugar. Which group of candy bars will give you the most money students while maintaining the in your pocket and the most candy to keep. cognitive demands of the task?
PART 3: SHARING AND DISCUSSING THE TASK How will you orchestrate the class What are the students doing? What is the teacher doing? discussion so that you accomplish your Students will use manipulatives, graphs, pictures and computation of addition, mathematical goals? subtraction, and multiplication to show evidence of their thought process. PART 2:W hSUPich PsoORlutionTING p aStThsU DdENTS’o you w EXanPtL ORATION OF THE TASK As studteon hats vweo sharedrk inde dpuernidnegn thetly or in FocusStudents: What willis your count first individual step? bars, associate grams of sugar per bar and multiply or add small grclassoups, d iscussion?what quest Iionsn w hwatill o yrdouer will number of bars x the number of grams. ask to—the solutions be presented? Why? Assess: What information do you have to work with? What math skills will you need to use? Show Whelphat a s gprecoupific g qetuest staironsted worill ma youke ask me Studentsusing manipulatives. will add the Draw four adifferent picture to candy show barsme. to determine the sum of total grams. sopr othatgress stu onde thents twill—ask? Students will determine which candy bars to sell, and which to keep. f1oc. umas stuked seennsets’ thinkingof the on the Advance: keymathematical mathematical i iddeeaass that in the you Is there another way you can do that? How do you know? What have you discovered? Students will multiply the candy bars’ sugar grams to sell by $.05. taskw?ant them to learn? What other choices do you have? How are these similar? How are these different? ass2. eexpass stundd eon,nts’ d eunbadterstae, andn dqiuestng ofion Where can you find that answer? What do you find difficult or challenging? Ways of Comparing: keythe ma tsolutionshematical b eidingea s,sha prrobleed? m- Describe……. Explain…… Tell………. List…….. 3. make connections among the Restate-“Can you tell me what he said?” solving strategies, or the Group shares reprdesiffeerentntations? strategies that are presented? Combine like ideas advance students’ understanding Discuss differing or “unlike” ideas 4of. the loo mak forthemat patteircalns? ideas? 5. begin to form generalizations? Defending procedures Finding Patterns Variety of answers What will you see or hear that lets you know that all students in the class How will you ensure that students The Frustrated Student: Remind them not to over think, but just to follow the given guidelines. understand the mathematical ideas that Responses: Varied responses, energized conversation, assessment, graph remain engaged in the task? What materials could you use to get started? Started: What are the possible options? Is there more you intended for them to learn? What assistance will you give or than onHow possibility? will you knowIs there they another “got it”? way? Teacher How many observation other ways of participation can you find? and Restate-“Can work. Student you what questions will you ask a tell sharingme what work he said?” with the class. student (or group) who becomes quickly frustrated and requests The Early Finishers? Explain… Are you sure there isn’t another way? more direction and guidance is Extension: If you keep your favorite bars and trade the rest how much money would you have? solving the task? How many bars would you keep? What will you do if a student (or Extension: What if Dr. Bailey bought all of your candy bars from you. How much money would group) finishes the task almost you have? immediately? How will you Extension: If you traded favorite bars with your friend in class, how much money would you extend the task so as to provide receive from Dr. Bailey? How many candy bars would you keep? additional challenge? Describe the task “Tell me which of these ideas were yours.” Restate-“Can you tell me what he said?”