Domain: Operations and Algebraic Thinking

Morgan, Johnson, Lloyd

Title of Task: Pencil Pickup

Standard Code:

4 OA 1

Teacher Name: Anderson,

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
Students will understand that this representation illustrates the Commutative Property of
goals for the lesson? (i.e., what
Multiplication.
do you want
students to know and understand
about mathematics as a result of
this lesson?)

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 pairsto
explore this task?
will
Howyou
willintroduce
students record
and
How
students
to the activity so as to provide
access to all
students while maintaining the
cognitive demands of the task?

Students can represent and solve multiplication equations through the use of models (e.g. arrays),
illustrations, and writing.
Students should be able to illustrate that 5 groups of 7 is the same product as 7 groups of 5.
Work individually and produce their own paper, however they may collaborate with their peers in a
group

Explain to the student that they will all need to have enough pencils for the whole year. Pencils are on
sale right now so this would be a great time to purchase your pencils.
Post a local add with pencils on sale

PART 3: SHARING AND DISCUSSING THE TASK

During work time select a few groups to share. Showcasing different strategies.
How will you orchestrate the class
discussion so that you accomplish
Have students recognize different patterns they see to help guide them to a discussion of the
your mathematical goals?
commutative property.
Which
solution paths
do you
PART
2: SUPPORTING
STUDENTS
EXPLORATION
OF THE TASK
want
to
have
shared
during
As students work independently
Debrief
with
What
pattern
do the
youclass
see? about the commutative property
or inthe small groups, what
classwilldiscussion?
questions
you ask to In what
Listen
to answers
at papers
to see if they are working
ordera group
will the
solutions
around
and ask and
openlook
ended
questions
help
get started
or beWalk
presented?
Why?
Where are you going to start?
make progress
on the task?
What
specific
questions
will
focus students thinking on
Can you find another way?
theyou ask so that students will Why do you think that?
1.
sense of ideas
the
key make
mathematical
Why did you do that?
mathematical
ideas
that
in the task?
What operation do you use?
you students
want them to learn?
assess
Could you show me with a picture?
2. expand on,
understanding
of debate, and
How can you prove your answer?
the solutions
keyquestion
mathematical
ideas,
being
shared?
Can you explain your answer to someone else?
problem- solving strategies,
3.
make
connections among
or the
representations?
the
different
strategies that
advance students
are presented?
understanding
4. look for patterns?
of the mathematical ideas?
5. begin to form
generalizations?
How will you ensure that
Reinforce that each student is able to solve the problem
students remain engaged in
Break the problem into smaller parts to work on one piece at a time
the task?
What will you see or hear that lets
What patterns do you see to help you solve?
What assistance will you
you know that all students in the
give or what questions will
class
you ask a
understand the mathematical ideas
student (or group) who
that
becomes
you intended for them to learn?
Students will solve the problem for half as many pencils
quickly frustrated and
Students will write their own question for the problem and then have a peer solve it
requests more direction
and guidance is
solving the task?
What will you do if a
student (or group) finishes
the task almost

Pencil Pickup

Walmart

Costco

3 pencils per box

180 pencils per box

2 pencils per box

90 pencils per box

4 pencils per box

120 pencils per box

How many different ways can you

What patterns do you notice? Explain your answer

Extension:
If you need half as many pencils, how many different ways can you buy that many pencils?
Write your own question and have a friend solve it.

buy 360 pencils?