Download cms/lib/UT02205719/Centricity/Shared/Math Tasks/KOA3 Salem

Domain:
Operations and Algebraic Thinking
Standard Code:
K.OA.3
Teacher Name:
Salem Hills CCA
Task Title: My Pretty Garden
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 show multiple ways for the number ten to be decomposed into two parts, and then draw
the lesson? (i.e., what do you want
students to know and understand about a representation
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?
Expectation: Use manipulatives to explore combinations of number and then represent one solution
pictorially.
Materials needed:
 Paper, crayons, pencil
 Make available a variety of manipulatives (such as two-color counters, connecting cubes, etc)
Students should work independently, creating their own product.
Product: Student will represent their solutions using drawings and/or equations.
Background Knowledge: Discuss the types of gardens the students have seen.
Task: “Shaylin is planting a garden and wants to have 10 flowers. Some are red and some are yellow.
What might her garden look like?”
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
As students work independently or in
Explore: Students will explore ways to make combinations of ten, then will choose one
small groups, what questions will you
combination and represent it on paper as flowers in a garden. Illustrations should include an
ask to—
equation. Teacher is circulating to assess understanding and is asking leading questions to further
 help a group get started or make
understanding.
progress on the task?
 focus students’ thinking on the
- What could you use to help you figure out this problem?
key mathematical ideas in the
- If your fingers/counters/crayons are flowers, how many of them are red and how many are
task?
yellow?
 assess students’ understanding of
key mathematical ideas, problem- - How did you know (blank number of flowers) were red?
- How did you get that answer? (Did you use manipulatives? Fingers? Addition/subtraction?)
solving strategies, or the
representations?
 advance students’ understanding
of the mathematical ideas?
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?
If students get frustrated or stuck, teacher can suggest the student count 10 two-sided counters,
then have the student drop them on the table in front of them. Continue with leading questions,
such, “What do you see?”
Extension:
- Student can find all combinations of 10
- Student can write an equation for each combination of 10
- Student can find 3 parts of 10 (ex: 3 and 3 and 4) or increase the total to a larger number
PART 3: SHARING AND DISCUSSING THE TASK
How will you orchestrate the class
discussion so that you accomplish your
As teacher observes student work, look for:
mathematical goals?
- Student who used/did not use manipulatives
 Which solution paths do you want
- Student who used addition/subtraction
to have shared during the
- Student who used drawings
class discussion? In what order will
- Different combinations of 10
the solutions be presented? Why?
 What specific questions will you ask
so that students will—
Debriefing Questions:
1. make sense of the
- Why did you do it that way?
mathematical ideas that you
- Why did you choose that manipulative?
want them to learn?
- Can you show us how you got started?
2. expand on, debate, and question
- Did anyone else do it the same/different way?
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?