Domain: Math Standard Code: 1.OA.1 ________ Teacher Name: First Grade

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 TASKWhat are your mathematical goals for the lesson? (i.e., what do you wantstudents to know and understand about mathematics as a result of this lesson?)

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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?

*Student whiteboard

*Markers

*Eraser

* Crayons

*Baggie with numbers

*Black line with numbers (use only the numbers 1-4)

*Black Line Buttons

*Scissors

*Glue

*Pete the Cat Black line

*Pete the Cat and His Four Groovy Buttons By Eric Litwin and James Dean ISBN:978-0-06-211058-9

*Pete the Cat Graphics by Melonheadz Ilustrating.

Students will work independently. Students will report using white boards and markers.Read the book Pete the Cat and his Four Groovy Buttons stopping each time Pete loses a

button. Have students write subtraction number sentences on their whiteboards.

How will you introduce students to the activity so as to provide access to allstudents while maintaining the cognitive demands of the task?

Prior knowledge to support the lesson: Each student will need a baggie with the numbers 1-4 cut out, a strip of 5 buttons and the black line of Pete. The student will pull out a number out of the baggie, which is the number of buttons that Pete will lose. They will write the number on the line. The student will write the number sentence in the small box. The student will color and cut out the number of buttons from their strip and glue them on to the paper with Pete. Color Pete and add details.Launch:Pete went to the beach. His shirt had 5 buttons. He lost _________ buttons. How many buttons does he have now?

Vocabulary Words:Subtraction

MinusEqual

Take AwayHow Many

Subtraction Sentence

PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASKAs 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 thekey mathematical ideas in the task?

assess students’ understanding ofkey mathematical ideas, problem- solving strategies, or the representations?

advance students’ understandingof the mathematical ideas?

* Have the lower group meet at a table. Get them started on the problem while the remainder of the class self starts. Once lower group has started and is confident go around the room having mini conferences with students to understand their thinking. While doing this select 3 students to share strategies with the class. Use the following questions for conferencing.Getting Started Questions:How are you going to figure this out? What information do you have? What is your plan? What strategy can you use? What tools can you use to help you? What can you use that you already know?Focus Questions:How do you know? How does that work? How did you get there? What else can you do? Tell me more about this? Is there another way? What does that mean? Can you use subtraction to help you?Assessing Questions:Will you explain that to me? How did you come to that answer? How are you sure that works? What does that mean? How does that work? What did you use to come to that answer?Advanced Questions:Is there another way to come up with an answer? What if there was X number more things how would that change your problem now? Because you are adding more, is there a different strategy you can use?

How will you ensure that students remain engaged in the task?

What assistance will you give or what questions will you ask astudent (or group) who becomesquickly frustrated and requests more direction and guidance insolving the task?

What will you do if a student (or group) finishes the task almostimmediately? How will youextend the task so as to provide additional challenge?

Assistance:

Change the numbers in the story Provide manipulatives Provide ten frames or number lines Start a strategy and have them finish

Extensions:

Ask them to use a strategy new to them. Change the numbers in the story Add a third or fourth digit.

PART 3: SHARING AND DISCUSSING THE TASKHow will you orchestrate the class discussion so that you accomplish your mathematical goals?

Which solution paths do you want to have shared during theclass 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?

Solution Path:

After they have finished their pictures invite the students you have selected to share their papers using the document camera. The students will present strategies in an order that makes sense. Use some of the questions that follow:

Specific Questions:* What else do you notice?* Why does that work?* Can you explain your thinking?* Can you explain the thinking of the presenter?

What will you see or hear?

They were accurate in their work. Their work is clear and precise. Students will be sharing work with the class and partners. There were multiple strategies used. Students tried to use a strategy they normally don’t use.

After each student shares ask a class member to use their own words to summarize the strategy just presented. Have a discussion with the call and the presenter to solidify the strategy used. Do this after each launch and explore.