Spring2016

TE 406 Project 2
Planning a High Quality Mathematics Lesson
The purpose of this assignment is for you to gain experience with the planning process required to design high quality
mathematics instruction. Planning is one of the most underestimated activities of teaching and a practice that takes years
to develop. Successful mathematics lessons depend on the quality of the planning process. This assignment is meant to
introduce you to a lesson planning tool mathematics teacher educators have developed to make explicit to beginning
teachers how expert teachers plan high quality mathematics lessons. This assignment provides an opportunity to plan and
teach in a way that is careful, thoughtful, and responsive to your context, your students, and the mathematical expectations
schools have for all students.
An important thing to note is that although the process of planning often produces a lesson plan, these two are not the
same thing. What is recorded on a lesson plan does not represent all of the thinking and preparation a teacher does to
prepare to teach a lesson. For this assignment we are asking you both to explicitly address aspects of the planning process
that often go unrecorded on a lesson plan script or template and to write out a lesson plan. The lesson plan you will
produce for this assignment is an expanded form.
The Thinking Through a Lesson Protocol that we will ask you to use for this assignment is a set of questions to consider
during the process of planning (Smith, Bill, and Hughes, 2008). This protocol may look like an impractically huge number
of questions and too hard to keep in ones head at all times, but all of this information is important to consider. As you get
more experienced in a classroom, some of the answers to these questions become automatic. As a novice teacher,
however, you need more conscious attention to these questions to prepare a high quality lesson. Ultimately no matter the
formatting of a lesson plan, the thinking that produces that lesson plan generally addresses five questions: Who are my
students? What do I want my students to understand and be able to do? How will I go about teaching them? How will I
know when they understand and can do? What will I do when they do not understand or cannot do?

Part I. Select Your Lesson Math Topic

*Math topic and hard copy of lesson or activity: Due in class 2/17
*Mentor Teacher (MT) Sign off: Due 2/17 in class
Select a mathematics lesson to teach, in consultation with your MT, from a published curriculum (e.g., Investigations,
Everyday Mathematics, Holt, enVision). Consider what you know about your students as math students in your field
placement: What are some of their strengths and weaknesses? What is important for this age group and grade level to
know? How might you use what you learned about your case study child to inform the lesson? Consult the Common Core
Standards, textbook teacher guides, district pacing guides, your MT, etc. Carefully consider what you know and dont
know about the math topic you are choosing and how it could be related to either other subject areas, or to other math
content.

Part II. Select a High Level Math Task, Generate Multiple Solutions to the Task &
Identify Learning Goals
* Part II Due in class 2/24
Select a curriculum lesson that uses a high level math task (as defined in our Van de Walle book and in class) or adapt a
task provided in a curriculum such that it is high level for your math lesson. Work on it as a math student and as a teacher.
The write up is based on the math solution tool used to analyze our math tasks (also included after this description). You
can enlist the help of your friends and classmates to solve the task in as many ways as you can so that you are then able
to anticipate the ways in which you think students will solve the task. You may consult teacher resources for information
that can help you unpack different strategies and methods for working on your selected task (e.g., go to www.nctm.org
and search for articles and resources related to your selected math topic or consult
http://www.exemplars.com/resources/alignments and search by curriculum series or mathematics topic). Consider many
different representations or tools to solve the math task. You may want to consider approaches that are incorrect as well as

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correct, inefficient as well as efficient, and unsophisticated as well as sophisticated. After you have solved the task,
identify the main mathematical ideas you hope your students will learn from engaging in this task.

On page 1 of your Part 2 write up use the tool High Level Math Task Solution Tool to format your write
up, and include:

Your chosen high level task as you will present it to students.

Three good general questions that would help you probe students thinking about this task.
At least three student solutions and what each of them illustrates about the mathematics learning goals of your
lesson. Make sure at least one of these illustrates a common mistake or misconception related to your math
task/topic.
Two specific questions for each solution that you could ask to a) probe student thinking and b) extend/advance
student thinking about that particular solution.
Two questions that you could use that would require students to reflect on and talk about the connections between
the solutions.
On page 2 of your Part 2 write up include:
An explanation of why you consider this task to be high level.
Reference information for the source of the task and any modifications you made, with explanations for those
modifications (e.g., topic, grade level, math curriculum series name, lesson name and number).
Explicit and clear goals focused on understanding, to guide the lesson. Include the mathematics understanding
goals for your lesson. This is not focused on what students will do, but rather on what mathematics students will
learn thus, you may need to adapt goals provided with the curriculum. Your response should address the
following questions:
o What are some of the important mathematical ideas underlying my chosen topic? Don't just write
multiplication try to say as much as you can about the big ideas related to this topic that will be the focus of
your lesson - include examples to illustrate. A concept map may help you organize this.
o How are these ideas important to the discipline of mathematics; to other disciplines; to everyday life, etc.?
Pay specific attention to the ways in which this topic may or may not connect to what you know about your
case study students family- and community-based funds of knowledge.
o What do I know about this topic? What dont I know? What do I need to make sure I really understand well
before I teach this to my students?
o What might my students already understand about this topic? What sorts of informal and formal students
experiences can help them make sense of the main ideas?

Part III. Write a LESSON SCRIPT and ANALYSIS

*Rough draft of script and analysis Due in class 3/2
* Final draft of lesson script Due 24 hours prior to teaching lesson
Use your responses from Part II and the attached lesson template to construct a plan that illustrates both what you plan to
do and in what order. Use the curriculum-based lesson plan as an informative starting point.

Part IV. Teach the Lesson

Between March 4, and March 18.

Part VI: Teaching Reflection

*Final Project 2 Write up Due in class 3/23
Write a 1-2 page reflection on your taught lesson that includes reflection on the following:
What went as you expected, and what didnt?

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How well did your general probing questions work? How well did the solution-specific questions work? What
might you do differently in terms of the questions you asked?
What do you think your students learned during your lesson? Make claims about their learning, but also provide
evidence for those claims, based on what you saw and heard in the interaction.
Choose three course readings and use the ideas from the readings to reflect more specifically on certain parts of
your lesson implementation that stand out to you (e.g., students solution strategies, participation, connections that
you facilitated, to name a few). This part of your reflection doesnt have to be a separate section; rather, you can
choose to use these references as part of the ideas you are discussing throughout your reflection. Also, please cite
the readings appropriately using APA style, and reference them at the end of your write-up.
Finally, mention one thing you did really well and one thing that you would like to improve next time you teach a
math lesson.

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4
HighLevelMathTask
SolutionTool

Name:HaleyMcDonell

HighLevelTask:MeasurementStoryProblem

Probingquestionsforthistaskmightbe:
1.Whatismeasurement?
2.Whatcanwemeasure?
3.Aretheredifferentwaystomeasureobjects?Ifso,whataresomedifferentwayswecanmeasure?
4.Whywouldweneedtoknowthemeasurementofobjects?
Solution1
Solve the story problem: Miss Haley is looking to have a pizza party with her friends. First though, she
needs to know some measurements. Stop and think: what would she need to know in order to measure?
Miss Haley needs to know how many plates can fit at a table. She also needs to know how many pieces
of pizza can fit on one plate. How many tables will she need if there are 20 students? Will the tables fit
in the room?

Studentsusethesamemeasurementtomeasurealltheobjects(inches,feetoryards)
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendoradvancestudent
thinkingaboutthissolution.
Isthistheonlywayyoucansolvethis
problem?
Howmightyougoaboutsolvingthis
problemanotherway?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsdontunderstandhowtotakefractionsorpartsoftheonemeasurementtheyusedtosolvethe
problem.
Solution2
Solve the story problem: Miss Haley is looking to have a pizza party with her friends. First though, she
needs to know some measurements. Stop and think: what would she need to know in order to measure?
Miss Haley needs to know how many plates can fit at a table. She also needs to know how many pieces
of pizza can fit on one plate. How many tables will she need if there are 20 students? Will the tables fit
in the room?
Studentsusedifferent(mostfittingways)tomeasureeachoftheobjects.

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Example:pizzainfeet,platesininchesanddesksinyards.
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendoradvancestudent
thinkingaboutthissolution.
Isthistheonlywayyoucansolvethis
problem?
Howmightyougoaboutsolvingthis
problemanotherway?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmightnotunderstandhowtocomparethedifferentunitsofmeasurement.
Example:whatisbiggeraninchorafoot,afootorayard,etc.
Solution3
Solve the story problem: Miss Haley is looking to have a pizza party with her friends. First though, she
needs to know some measurements. Stop and think: what would she need to know in order to measure?
Miss Haley needs to know how many plates can fit at a table. She also needs to know how many pieces
of pizza can fit on one plate. How many tables will she need if there are 20 students? Will the tables fit
in the room?
Studentsuseamixtureofmostefficientwaystomeasureandtheleastefficientwaystomeasure.
Example:usinginchestomeasureadeskoryardstomeasurepizzaandinchestomeasuretheplates
*oranycombinationofthereof*
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendoradvancestudent
thinkingaboutthissolution.
Isthistheonlywayyoucansolvethis
problem?
Howmightyougoaboutsolvingthis
problemanotherway?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmaybeconfusedabouthowtocomparethemeasurementsthen.Iftheyhavemeasuredthe
deskininchestheymayhavebeenconfusedthatthepizzawasbiggerbecausetheymeasureditinyards.
Somegoodquestionsthathelpstudentsengageinconnectingthesesolutionsare:
1.Whatisthebiggestorlargestformofmeasurement?
2.Howmightwechangehowwemeasuredwhatwemeasured?

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REVISED LESSON PLAN TEMPLATE

Your Name: Haley McDonell
Date: March 14, 2016

Total Lesson Duration: 55 minutes

Topic: Measurement Story Problem

Grade: 2nd

Goal(s) (What is the most important thing related to the math topic as
envisioned in your lesson plan that your students will learn in this
lesson?)
Students will be able to distinguish between different forms of
measurement and determine the most effective way to measure a
variety of objects.
Materials & Resources Needed
(10) 12-inch rulers, (10) yard sticks, printed out pieces of pizza,
tables/desks, pizza boxes and recording sheets
Sequencing Group Work (List how your students will be working
throughout the different parts of your lesson, for instance: Whole Group
Pairs Whole Group. Explain how this sequence supports any of the
5 practices to orchestrate math discussions.)
I will start the center that I am running by briefly introducing the
different forms of measurement and then let them get to the activity.
Because it is a center I will only have 6-7 students (addressed as large
group) at a time.
Large group Pairs or individually Whole group
Choosing to sequence the group work in this way will allow me to
first monitor the work that students are doing in this math task.
This will then help me to connect different or similar ideas among
the whole group.
Academic, Social and Linguistic Support (Provide 3 specific ways
in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the
three parts of your lesson (Launch, Explore, Discuss). These supports
should reflect ideas from our course readings)
The story problem that I have chosen to implement into the
center I am running is one that interests the students. In the
article, Tailoring to Students Needs, it is discussed that students
will find math (and any subject really) interesting and engaging

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when they see a part of themselves in the math. For example,

you can easily change the sports team used in a story problem to
another team to make it more applicable to their lives. I know
that my students have been working for a pizza party (and that
they love it) so I chose that to be the purpose of this center.
Socially, the students are separated into groups based on their
math capabilities and scores. I know that this can sometimes
effect a students ego and comfortability with math so I will make
sure that all students share out there results at one point or
another so that they are confident in what they did.
The day prior, students will learn difficult mathematical terms
and different measurement but if they are confused I will offer
them help linguistically. Some of the students may also need help
reading or writing.

LAUNCH (5 minutes)
Assume I am your teacher substitute for this lesson. You want to ensure
that I understand what you want me to do in all three parts of your
lesson. So, for the Launch, describe what you will do and say in order
to (a) help students understand the purpose of this lesson and (b) get
them interested in the lesson. What are you going to show them? Ask
them? Tell them? How are you going to raise their curiosity? What
expectations are you going to communicate to them? How are you
going to activate their in-school and out-of-school experiences related
to this topic? Feel free to organize all these things that you will do and
say in some order (e.g., list, diagram, visual), so I as your substitute
can follow your plan easily.
At this center today we are going to learn about different kinds of
measurement. As a refresher from yesterday what is this? *hold up a
ruler and then yard stick* What are the different ways we can measure
something? At this center we are going to use inches, feet and yards.
You can use any of these in any way that you would like to solve the
story problem. I will read the story once aloud. If you have any
questions, please ask. You may work along or in pairs if you would like.
Solve the story problem: Miss Haley is looking to have a pizza party with her
friends. First though, she needs to know some measurements. Stop and think: what would
she need to know in order to measure? Miss Haley needs to know how many plates can fit
at a table. She also needs to know how many pieces of pizza can fit on one plate. How
many tables will she need if there are 20 students? Will the tables fit in the room?
Your job here is to help me solve this problem that I have.
EXPLORE (10-15 minutes)

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Solution1
Solve the story problem: Miss Haley is looking to have a pizza party with her friends.
First though, she needs to know some measurements. Stop and think: what would she
need to know in order to measure? Miss Haley needs to know how many plates can fit
at a table. She also needs to know how many pieces of pizza can fit on one plate. How
many tables will she need if there are 20 students? Will the tables fit in the room?

Studentsusethesamemeasurementtomeasurealltheobjects(inches,feetoryards)
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendor
advancestudentthinkingaboutthis
solution.
Isthistheonlywayyoucansolve
thisproblem?
Howmightyougoaboutsolving
thisproblemanotherway?
Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsdontunderstandhowtotakefractionsorpartsoftheonemeasurementthey
usedtosolvetheproblem.
Solution2
Solve the story problem: Miss Haley is looking to have a pizza party with her friends.
First though, she needs to know some measurements. Stop and think: what would she
need to know in order to measure? Miss Haley needs to know how many plates can fit
at a table. She also needs to know how many pieces of pizza can fit on one plate. How
many tables will she need if there are 20 students? Will the tables fit in the room?
Studentsusedifferent(mostfittingways)tomeasureeachoftheobjects.
Example:pizzainfeet,platesininchesanddesksinyards.
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendor
advancestudentthinkingaboutthis
solution.
Isthistheonlywayyoucansolve
thisproblem?
Howmightyougoaboutsolving
thisproblemanotherway?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmightnotunderstandhowtocomparethedifferentunitsofmeasurement.
Example:whatisbiggeraninchorafoot,afootorayard,etc.

Spring2016

10

Solution3
Solve the story problem: Miss Haley is looking to have a pizza party with her friends.
First though, she needs to know some measurements. Stop and think: what would she
need to know in order to measure? Miss Haley needs to know how many plates can fit
at a table. She also needs to know how many pieces of pizza can fit on one plate. How
many tables will she need if there are 20 students? Will the tables fit in the room?
Studentsuseamixtureofmostefficientwaystomeasureandtheleastefficientwaysto
measure.
Example:usinginchestomeasureadeskoryardstomeasurepizzaandinchesto
measuretheplates
*oranycombinationofthereof*
Followupquestionsthatprobestudents
understandingofthissolution.
Whatdidyoudofirst?
Howdidyoudecidetodothat?
Canyoushowmewhatyoudid?

Followupquestionsthatextendor
advancestudentthinkingaboutthis
solution.
Isthistheonlywayyoucansolve
thisproblem?
Howmightyougoaboutsolving
thisproblemanotherway?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmaybeconfusedabouthowtocomparethemeasurementsthen.Iftheyhave
measuredthedeskininchestheymayhavebeenconfusedthatthepizzawasbigger
becausetheymeasureditinyards.
What would you do to keep students engaged? What would you do if a
student doesnt understand the task at all (e.g., cannot seem to get
started)? What would you do if a student finishes early?
Students will be working on the high level math task in their math
center groups assigned by my mentor teacher. To keep students
engaged, I will make sure to emphasize that I need help in solving this
problem. If a student is having a difficult time working together then I
will pair them up with a student so they can work through it together. I
can also scaffold to make sure that they understand what they need to
do. If a student finishes early there are math flashcards that they are
allowed to do (this is a rule implemented by my mentor teacher).

DISCUSS (5 minutes)

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11

Sequence the solution strategies that you anticipated in the previous

Explore part of this lesson.
In what order would you want these solutions to be shared/presented?
In what ways would this order contribute to develop students
understanding of the learning goal? What would you be doing during
this sharing time? What would your students be doing?
How are you going to ensure that everyone pays attention during this
sharing time?
Write specific questions you would ask during this time so students
can: (a) expand on, debate, and question the solutions and ideas being
shared, (c) make connections across strategies presented, (d) begin to
form generalizations. Finally, state specific ways in which you will invite
students to help you reflect about what they learned.
The order that I would want the responses to be sequenced would be
to have the most common way the students solved the task to be first.
This way, a lot of students (maybe the less confident students) would
see that what they did worked and that it isnt wrong. Then I would
move into some of the other ways that students figured out the
problem gradually getting more advanced. In doing this, I think that
even the lower level students would understand what they learned
from the scaffolding of their classmates solutions. The students would
be sitting on the rug in the front of the classroom for this discussion. I
hope that in sequencing the way I choose to do will help keep everyone
involved in the lesson.