Download What`s In Your Bedroom

Domain: Operations and Algebraic Thinking Standard Code: 4.0A.1 What’s in your Bedroom? Teacher Name: Rochelle Nyberg,
T.aysha Bundy, Kathy Miles, Muretta Grimm
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
Students will….
What are your mathematical goals for
Represent and solve multiplication equations using illustrations and use of models (e.g. arrays)
the lesson? (i.e., what do you want
Students to know and understand about Find factors of each bedroom items.
mathematics as a result of this lesson?)
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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?
How will you introduce students to the
activity so as to provide access to all
students while maintaining the
cognitive demands of the task?
Students will use a 13ft.x13ft. Bedroom to equate and solve to find the products of each item.
Area of each item: Bed-42 sq. ft., dresser-36 sq. ft., night stand-12sq.ft., rug-10 sq. ft., and book
shelves-24 sq. ft.
The student will work in small groups using; graph paper, ruler, or linking cubes to complete the
following procedures.
1. Choose either graph paper or linking cubes to show your work.
2. Find the factors of each bedroom item that best fits the bedroom area.
3. Determine which factors for each item that will be best for the bedroom with adequate walking
space.
Large group discussion about items that go into a bedroom and the size of the bedroom. Student may
refer to their own background knowledge to visualize items in their own bedroom and participate in
the discussion.
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
As students work independently or in
small groups, what questions will you
ask to—
 What shapes will fit best in the bedroom area space of 13ft.X 13ft.
 help a group get started or make
 What are all the possible sizes for each number of bedroom items?
progress on the task?
 List all the information you know.
 focus students’ thinking on the
 How do you know you’ll have enough room for all your bedroom items?
key mathematical ideas in the
task?
 assess students’ understanding of
key mathematical ideas, problemsolving strategies, or the
representations?
 advance students’ understanding
of the mathematical ideas?
How will you ensure that students
1. Area of bedroom in square feet?
remain engaged in the task?
2. Area of each piece of furniture in square feet?
 What assistance will you give or
3. Area needed for walking space?
what questions will you ask a
4. Compare areas to answer questions.
student (or group) who becomes
5. Model a number in factorization.
quickly frustrated and requests
6. Model skip counting if needed.
more direction and guidance is
solving the task?
 What will you do if a student (or
Draw or model a visual representation of the furniture in the room. How many square feet is used
group) finishes the task almost
for walking space?
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
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?
1. Represent the area using an array.
2. Using the term for furniture in square feet.
3. Why is the solution of each item of furniture using comparisons greater than or less
than the bedroom area provided?
4. Every number represented as a rectangle.
What’s in Your Bedroom
1. Taysha has a square bedroom that measures 13ft. x 13ft.
She recently
moved and will put the following furniture pieces into her new room
providing adequate walking space.
Bed: 42 sq. ft.
Nightstand: 12 sq. ft.
Dresser: 36 sq. ft.
Rug: 10 sq. ft.
Bookshelf: 20 sq. ft.
 Variation: How many different ways can you rearrange her
room?
Extension:
Students choose their own items in their bedroom room and
solve.
Answer:
Room: 13x13 = 169sq.ft.
Bed: 42sq.ft.
Factors: 1x42, 2x21, 3x14, 6x7
Nightstand: 12sq.ft.
Factors: 1x12, 2x6, 3x4
Dresser: 36sq.ft.
Factors: 1x36, 2x18, 3x12, 4x9, 6x6
Rug: 10sq.ft.
Factors: 1x10, 2x5
Bookshelf: 24sq.ft.
Factors: 1x24, 2x12, 3x8, 4x6
Walking Space = 45sq.ft.