Download Smoothie task - NF2ax

Domain:
Standard Code 3.NF2a
Teacher Name:
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-Updated Lesson for Adults
Critical Area/Standard: Students will be able to represent a fraction 1/b on a number line
What are your mathematical goals for
diagram by defining the interval from zero to one as a whole and partitioning it into b equal
the lesson? (i.e., what do you want
parts.
students to know and understand about
Students will be able to use the number line to compare fractions.
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?
Tools: Number lines, picture of a fruit smoothie, math journals, posters, markers, pencil, adding
machine tape
Grouping: Students will work in cooperative learning groups; “Think-Pair-Share” can be
utilized during this task.
Record and Report: Oral reports using the poster to demonstrate findings.
Introductory Activity: Picture of a smoothie; explain that fruit juice is often used in a smoothie.
Divide students into groups.
Anticipatory Set:
Review/Prior Knowledge: Review the number line from zero to one. Demonstrate with juice,
“How many cups in a pint, quart, gallon, etc.”
Actual Task/Problem/Assignment:
Task: Brent uses 5/6 cup of fruit juice to make his fruit smoothie, Lauren uses 2/3 cup of fruit juice for
her fruit smoothie, and Gary uses 3/4 of a cup for his fruit smoothie. Who uses the most fruit juice in
their fruit smoothie?
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
Materials Number lines, picture of a fruit smoothie, math journals, posters, markers, pencil,
As students work independently or in
adding machine tape
small groups, what questions will you
ask to—
Getting Started: Explain your reasoning behind the way you divided up your number line.
help a group get started or make
Show me…..
progress on the task?
Draw me a picture…..
focus students’ thinking on the
What does this mean…..
key mathematical ideas in the
task?
assess students’ understanding of
Assessment; students must show their work and be able to explain their thinking behind the
key mathematical ideas, problemdiagram or number line.
solving strategies, or the
representations?
Students will be able to justify their answers.
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?
Monitor groups as they explore. Offer suggestions if necessary.
Early Finisher Options:
i.e. Explain how/ why…
a. Mom wants a diet smoothie with only half as much juice. Using each child’s recipe, label
where the diet smoothies would fall on the number line.
PART 3: SHARING AND DISCUSSING THE TASK
How will you orchestrate the class discussion
1. Do you see a connection between …….
so that you accomplish your mathematical
Following the activity, students will come together and debrief as a class.
goals?
Present solutions and justify their thinking.
Which solution paths do you want to
have shared during the
Could you have used a different method? Explain.
class discussion? In what order will
the solutions be presented? Why?
List other times when we would need to know how to measure a liquid.
What specific questions will you ask
so that students will—
Students are engaged, actively participating, and able to justify their thinking.
1. make sense of the
mathematical ideas that you want
Task extension: The fruit smoothie recipe makes 2 cups for each person. Brent uses 5/6 cup of
them to learn?
fruit juice to make his fruit smoothie, Lauren uses 2/3 cup of fruit juice for her fruit smoothie.
2. expand on, debate, and question
And Gary uses ¾ of a cup for his fruit smoothie. The remaining ingredients in the smoothie,
the solutions being shared?
ice cream and berries, are used in equal amounts. What is the amount of berries and ice cream
3. make connections among the
used in each smoothie?
different strategies that are
presented?
*Begin with the 3rd grade task and then move on to the adult question about total recipe.
4. look for patterns?
(Compare and order)
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?