Math 610 Taskgrouppaper

Running head: NUMBER SENSE TASK 1
Number Sense Task: Place Value

Liz Hartigan
Tracey C. Brown Rice
Kelly Quinn
Kaitlin Tyler
Lauren Wisely
George Mason University
MATH 610
NUMBER SENSE TASK 2
a) Cognitively Demanding Task*
Mrs. Jones was about to board her airplane to visit her son in California when a flight
attendant stopped her. The flight attendant said Mrs. Jones would have to take the next flight
instead. The reason she gave was that the plane was too heavy with all the passengers and
luggage! Apparently, an airplane can only hold 10,000 pounds in addition to the weight of the
airplane itself. According to the list below, how much luggage and how many people would
equal exactly 10,000 pounds? Determine some possible and reasonable combinations.
Luggage Weights
Small bag: 25 pounds
Large bag: 50 pounds
People Weights
Child: 50 pounds
Adult (female): 150 pounds
Adult (male): 200 pounds
*Adapted from an Exemplars lesson
Prerequisite Knowledge:
Students will need knowledge of how to add and subtract digits; synonyms for operations (i.e.
combinations can mean add); how to solve word problems and how to identify key information.
Applicable standards:
1.1 The student will
b) group a collection of up to 100 objects into tens and ones and write the
corresponding numeral to develop an understanding of place value.
1.6 The student will create and solve one-step story and picture problems using basic
addition facts with sums to 18 or less and the corresponding subtraction facts.
2.1 The student will: Read, write, round, compare, and identify the place value of each digit
in a 3-digit numeral
2.6 Estimate and find the sum of two whole numbers whose sum is 99 or less
2.7 Estimate and find the difference of two whole numbers each of which is 99 or less
Possible solution strategies:

NUMBER SENSE TASK 3
# 1) You could use trial and error to arrive at combinations. For example: You can multiply the
weight of an adult female by 5 150 x 5= 750. To find out how much luggage you can have,
subtract 750 from 1,000. Then you will have 250 left, or 5 large bags. However, since this is
10,000 you can multiply both the people and the luggage by 10, giving you 50 women and 50
large bags. This can be used to find many different combinations.
#2) You can use a pattern possibly within a table. The goal of the pattern would be to reach 100,
and then from there you can see that multiplying by 10 would give you 1,000, and then 10 again
would give you 10,000
For example:
25 x 4 = 100
25 x 40 = 1,000
25 x 400= 10,000
#3) You could approach this problem using only 2 combinations at once. For example, you could
try combing small luggage with children. This would require a heavy amount of division and
multiplication computation in trying to find what fits. This strategy would also neglect how
many different factors can be involved in just one combination.
#4) A table would be an efficient way of solving this problem. You can record many different
combinations and look at it holistically. You could also try to get to an easier number first, like
1,000 and then multiply at a proportional rate.
b) What essential number and number sense understanding is addressed in this

problem?
This problem has multiple entry points, which enables students to access different
number sense components. The problem addresses base 10 concepts, and as you reach 100,
1,000, and 10,000 the pattern is to always multiply by 10. This problem further explores place
value and what is looks like for the luggage or weight to increase by a multiple of 10.
This problem also addresses dividing and multiplying with zeros. For example, if I wanted to
divide a childs weight by 5,000 to see how many children can fit, students would need to
understand how to divide and check their work with inverse relationships.
Students will also need to use subtraction and addition, since there are two components to
this problem. The problem requires weight and luggage, meaning that you have to work flexibly
between the two to reach a sum of 10,000.
This problem also addresses reasonability and what might make sense. For example, if
students have a misunderstanding and reach a combination of 1,000 instead of 10,000 they can
NUMBER SENSE TASK 4
assess their answer for reasonableness to understand why 5 people and 3 bags is not the
maximum weight a plane can hold.
Specific learning goals:

The student will determine a reasonable combination of luggage weight and people weights
within the given limitations.
The student will demonstrate understanding of place value through the ten thousands place.
The student will demonstrate understanding of whole number addition and subtraction or
multiplication and division through the ten thousands place value.
The student will effectively communicate their thinking with the audience using multiple
representations.
Anticipated strategies:
1. Pictorial- Students may draw pictures of different sized luggage (small and large) and different
age/different gender people (child, female adult, male adult) and write the numbers beside them
and keep adding people and luggage until they get to 10,000.
NUMBER SENSE TASK 5
Students may also represent this pictorially with place value drawings:
NUMBER SENSE TASK 6
2. Table- Students may make a table to keep track of type of person, size of luggage, weight of
each and total weight and keep adding until they get to 10,000.
Amount (Quantity) Weight of 1 (lbs) Total weight in lbs

(quantity x weight)
Child 40 50 2,000
Small Bag 40 25 1,000
Adult female 20 150 3,000
Adult male 10 200 2,000
Large bag 40 50 2,000
Total 10,000
3. Verbal
NUMBER SENSE TASK 7
Students may say or write a verbal statement such as I added two children together to get
to 100, then multiplied that by 20 to get to 2,000 pounds. I added four small bags together to get
to 100, then multiplied that by 10 to get to 1,000 pounds. I added two large bags together to get
to 100, then multiplied that by 20 to get to 2,000 pounds. I took the men and multiplied them by
10 to get to 2,000 pounds. I took two women and added them together to get to 300 pounds then
multiplied that by 10 to get to 3,000 pounds. When I added up all the total weights it equals
10,000 pounds.
4. Algebraically
Students may write equations to solve the problem and compute this problem
algebraically by multiplying large numbers then adding.
Example:
C= 50 x 40
C= 2,000
S= 25 x 40
S= 1,000
L = 50 x 40
L= 2,000
F= 150 x 20
F= 3,000
M= 200 x 10 =2,000
C+S+L+F+M = 10,000 lbs
There will be 40 children, 40 small bags, 10 adult males, 20 adult females, and 40 large bags.
Strategy connections:
Students may choose to solve this problem one way or find multiple solutions. There are
several different ways to approach and solve this open-ended task. The pictorial, table, verbal
and algebraic methods are all connected. The pictorial method, whether they choose to draw
pictures of people/luggage or place value drawings still requires organization similar to a table or
algebraic method. Students may choose to organize the people in columns and rows similar to a
table in order to keep track of the numbers. The table is similar to the equations as you can
multiply across the table rows to make equations. The verbal representation represents the
pictorial, table, and algebraic solutions in word form. Students may choose to prove their
NUMBER SENSE TASK 8
thinking through various formats above. Students may also choose to show more than one
answer to the problem, depending how they think about it.
Students will build upon number sense skills of place value to digits up to 10,000. They
are using knowledge of groups of ten.
NUMBER SENSE TASK 9
c) GMU Math Lesson Plan Format
Name: Liz Hartigan, Kelly Quinn, Tracey C. Brown Rice, Kaitlin Tyler, and Lauren Wisely
Date: September 24, 2014
Grade Level: 3/4
Course: Math 610
Time Allotted: 1 class period (approximately 1 hour)
Number of Students: 22-25 students
Prerequisite Knowledge:
Students should already have a foundational understanding of place value through the ten
thousands place. Students will need knowledge of how to add and subtract two by two digit
numbers and numbers that add up to 10,000; synonyms for operations (i.e. combinations can
mean add); how to solve word problems and identify key information. It would be beneficial for
students to have exposure to problem solving strategies including the 4 steps of problem solving.
See pre-requisite standards below:

b) group a collection of up to 100 objects into tens and ones and write the
corresponding numeral to develop an understanding of place value.
1.6 The student will create and solve one-step story and picture problems using basic
addition facts with sums to 18 or less and the corresponding subtraction facts.
2.1 The student will:

Read, write, round, compare, and identify the place value of each digit in a 3-digit
numeral
2.6 Estimate and find the sum of two whole numbers whose sum is 99 or less
2.7 Estimate and find the difference of two whole numbers each of which is 99 or less
NCTM Goals:
Apply and adapt a variety of appropriate strategies to solve problems

Solve problems that arise in mathematics and in other contexts
Monitor and reflect on the process of mathematical problem solving
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
NUMBER SENSE TASK 10
Understand how mathematical ideas interconnect and build on one another to produce a coherent
whole
Recognize and apply mathematics in contexts outside of mathematics
Create and use representations to organize, record, and communicate mathematical ideas
Objective(s):

a) read and write six-digit numerals and identify the place value and value of each digit;
b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and
c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and
words (greater than, less than, or equal to).
3.4 The student will estimate solutions to and solve single-step and multistep problems
involving the sum or difference of two whole numbers, each 9,999 or less, with or
without regrouping.

a) identify orally and in writing the place value for each digit in a whole number
expressed through millions
a) estimate sums, differences, products, and quotients of whole numbers;
b) add, subtract, and multiply whole numbers;
d) solve single-step and multistep addition, subtraction, and multiplication problems with
whole numbers
Materials and Resources:

Copies of Student Handout- adapted versions as necessary
Manipulatives including base 10 blocks (cubes, rods, flats, big cubes) and money
(quarters, dollar bills, half dollar coins)
Document camera for showing students thinking (if available)
Motivation:
1. Say/do this first to grab the students attention and get them thinking about the topic.
In real life, where do we use weight in solving math problems? Why is weight important?
Some examples include:

You pay for the weight of a fruit. Example: Apples are $2 per pound
You must be 45 pounds to ride the Tilty Whirl
The trampoline cannot hold any more than 450 pounds.
Mike can lift 25 pound weights at the gym.
If students struggle to think of examples, they will be shown pictures such as a dumbbell,
apples and a scale, a trampoline, etc.
2. Say/do this next to further motivate and get them thinking, There is a Ferris Wheel at the
Springfield Fair. The Ferris Wheel can hold a maximum weight of 2,000 pounds. If each child
weighs about 100 pounds, how many children can ride on the Ferris Wheel?
Transition: Ask this to get students thinking about the next activity, Sometimes there is a
minimum weight requirement. For example, you need to be a certain weight before you dont
need a baby car seat anymore. Other times, there is a maximum weight requirement. For
example, on the Ferris Wheel it can safely hold a certain amount of weight. Using what we know
about weight, mathematicians are needed to help us solve a real life problem about planes!
Lesson Procedure:
3. Tell the students that today will be solving a very important problem that Mrs. Jones is facing.
Read the following problem Mrs. Jones was about to board her airplane to visit her son in
California when a flight attendant stopped her. The flight attendant said Mrs. Jones would have
to take the next flight instead. The reason she gave was that the plane was too heavy with all the
passengers and luggage! Apparently, an airplane can only hold 10,000 pounds in addition to the
weight of the airplane itself. According to the list below, how much luggage and how many
people would equal exactly 10,000 pounds? Determine some possible and reasonable
combinations.
Say, The passengers could carry a small bag or a large bag. A small bag weighs 25 pounds and
a large bag weighs 50 pounds. There are children, women, and men on the plane too. The
children all weigh 50 pounds, the women weigh 150 pounds, and the men weigh 200 pounds.
Keep in mind that your answer needs to be realistic. People need luggage to travel and the
luggage must have owners.
4. Ask students What information is important in the problem? Wait for student responses.
Ask other students to repeat and rephrase their ideas.
5. Pair students up into partner groups. Each student should have a handout, but only one student
will have to turn in their paper as the recording sheet.
6. Tell students that as they work on the task, they should use any strategies they feel comfortable
with to arrive at the solution. Explain that they may draw pictures, use the manipulatives (base
ten blocks), write equations or write out their thinking in words.
7. Explain to the students that it is important for them to share out their ideas with each other and
agree on strategies together. Tell them that they may have to try out one strategy and change to
another if it doesnt work.
Transition: Ask the students if they have any questions about the task directions. Answer any
questions then have the students spread out around the room with their partners. Tell students
they will have about 40 minutes to complete their task. Say, If you finish your task early and
have checked over all your work, flip your paper over and complete the extension exercise. The
extension is not for a grade but will help stretch your thinking!
Exploration:
8. During this time, the students are working in partners and your role is observer and supporter.
As the students are working, walk around the room to observe student conversations and
thinking. If students are having trouble beginning the task, remind them of the warm up activity.
Encourage students to engage in the discussions by defending their reasoning and repeating their
partners thinking. Students should have approximately 40 minutes to complete this task.
Closure:
9. Invite students back to the carpet or common whole group space and invite students to share
their student work and explain what they did to solve the problem. In their reflection, each
student/group should answer the following questions:
- What are some things your group learned while completing this task?
- What struggles did you group have during the task?
- What surprised you while completing the task?
Teachers will not accept yes or no answers, but rather open-ended answers explaining their
learning process. Once each student has reflected and shared, congratulate students on working
in groups to find the solution to their problem. This is evidence of their hard work as
mathematicians. Remind them that we will continue with place value in math class again
tomorrow.
Extension:
If time allows, have students answer this:
Some of our passengers have medium bags that weigh 35 pounds each. Determine how many
people could be on the plane if you must include at least one small bag, one medium bag, and
one large bag. Explain your answer after finding your solution.
Differentiation:
The activities in this lesson were differentiated in these ways:
Gear down:
1. Special Education students: These students may require more teacher-guided
questions throughout this task. They may also require a graphic organizer to help them
organize their thinking. To make this problem more accessible consider the following
modification:
attendant stopped her. The flight attendant said Mrs. Jones would have to take the next
flight instead. The reason she gave was that the plane was too heavy with all the
passengers and luggage! Apparently, an airplane can only hold 10,000 pounds in
addition to the weight of the airplane itself. If this is the case, using the information
below, what would the maximum number of male
adults with 1 large bag of luggage an airplane can hold?
2. ESOL or ELL students: Students who are English Language Learners may need the
task broken down into more clear directions. Please see the A Plane Problem* worksheet
with the asterisk for ELL students. This handout has eliminated words and left only plain
English directions, so that the focus is more on the students learning than his or her
ability to read.
Gear up: For fifth graders, this task will ask the students to investigate place value as
well as averages. See modified task below.
Mrs. Jones was about to board her airplane to visit her son in California when a
flight attendant stopped her. The flight attendant said Mrs. Jones would have to take the
next flight instead. The reason she gave was that the plane was too heavy with all the
passengers and luggage! Apparently, an airplane can only hold 10,000 pounds in
addition to the weight of the airplane itself.
If the airline allows a maximum of 1 piece of luggage per person, and assuming
all combinations of people and pieces of luggage listed below are possible, what is the
average weight of a customer with his or her luggage?
Assessment:
The students will be assessed by teacher observations throughout the task. The teacher
will be looking for how the students approached the task and whether or not they used the 4 steps
of problem solving (understand the problem, make a plan, solve, and check your work). The
teacher will also use the task sheet and the Exemplars rubric to assess how students used the
NCTM process standards throughout their work and explanation.
Name_________________________________
Date_________________________
Grade 4
A Plane Predicament!
Mrs. Jones was about to board her airplane to visit her son in California
when a flight attendant stopped her. The flight attendant said Mrs. Jones would
have to take the next flight instead. The reason she gave was that the plane was
too heavy with all the passengers and luggage! Apparently, an airplane can only
hold 10,000 pounds in addition to the weight of the airplane itself. According to
the list below, how much luggage and how many people would equal exactly
10,000 pounds? Determine some possible and reasonable combinations.
Luggage Weights
People Weights
Child: 50 pounds
Lesson adapted from an Exemplars, Inc. 2007 task Planely a Problem
Name_________________________________
Date_________________________
Grade 4
*A Plane Problem!*
Mrs. Jones was kicked off her airplane. The plane was too heavy with all
the passengers and luggage! An airplane can only hold 10,000 pounds. How
much luggage and how many people would equal exactly 10,000 pounds? Use the list below to
find possible answers.
Luggage Weights
People Weights
Child: 50 pounds
Name_________________________________
Date_________________________
Grade 5
Mrs. Jones was about to board her airplane to visit her son in California when a
flight attendant stopped her. The flight attendant said Mrs. Jones would have to take the
next flight instead. The reason she gave was that the plane was too heavy with all the passengers
and luggage! Apparently, an airplane can only hold 10,000 pounds in addition to the weight of
the airplane itself.
If the airline allows a maximum of 1 piece of luggage per person, and assuming all
combinations of people and pieces of luggage listed below are possible, what is the average
weight of a customer with his or her luggage?
Luggage Weights
People Weights
Child: 50 pounds
Name_________________________________
Date_________________________
Grade 3
*A Plane Multi-step Problem!*
Mrs. Jones was getting on a plane, but was asked to get off. The plane
was too heavy because there were too many passengers and bags on board!
The plane can only carry 2,000 pounds.
Find the total baggage and people weights, so that the plane can take off. How many
small bags, large bags, children, female adults, and male adults boarded the plane? Show your
strategy!
Baggage Weights
People Weights
Child: 50 pounds
d) Individual Reflection- Tracey C. Brown Rice
In retrospect, my lesson served as road map of where to navigate my students next in the
current math unit. When assigning this group task, students had just completed their unit on
building relationships, identifying place value and comparing numbers, and were in the
beginning phrases of unit two, learning how to add and subtract whole numbers in world
problems. In general, evaluating and solving single and multistep word problems is difficult
for students. Many students are not developmentally ready to evaluate and solve word
problems at the beginning of the year. I believe this is partially due to the fact that word
problems are briefly addressed at the end of second grade in Quarter 4, specifically in the
Probability and Statistics unit (unit 9 of 10 on the Fairfax County second grade pacing
guide), and students have not had much exposure to word problems or being encouraged to
use different approaches to solve a problem. During the lesson, I must say I was pleased with
students trying their best along with their collaborative conversation. Partners fed off of one
anothers thoughts and many used their addition skills to at least add different luggage
weights together.
In addition to implementing their addition skills, many students used a form of the
Counting Up Strategy. Through guided questioning, partners began to realize that 2,000
pounds was the end result. To get her, or close to this sum, students were observed choosing
the larger weights (i.e. the people weights, where an adult male equates to 200 pounds and an
adult female equates to 150 pounds) and then adding on the baggage weights to reach 2,000
pounds. Most groups spent the allotted time counting up; however, a few groups began
going back in their work and categorizing how many of each weights was selected. For
example, some started with the small bag thats 25 pounds, circled it every time it was used
in their math, and counted how many times it was used to indicate how many were used (i.e.
7 small bags). My two top groups counted up and got to 1,965 and 1,450 [pounds implied on
work]; however, one group didnt count up at all. This group in particular just knew the
answer, wrote it down, and had a fixed mindset/conviction in that there work was 100%
accurate.
When reflection on the lesson, as a class, some powerful connections to our unit one
lessons on comparing numbers took place. Groups who counted up and started the bigger
weights shared their reasoning. Mostly, students shared that they wanted to get to the end
weight quicker. In comparison, students who started with the lower weights first shared their
thinking. They had a more analytical approach in that they wanted the plane to be packed as
much as possible, getting more mass of the plane a possible and in turn. Here, both strategies
were highlighted as possible strategies. In turn, I stated to students, It really depends on
how you look at the problem and there are many ways to solve it.
Post the class reflection, students became more open to trying different approaches and
strategies when problem solving. Statements like, My teacher last year taught us this
began to decrease. Students began to build self-confidence and trust in their own
mathematical abilities to try different approaches. Students too began to explore different
methods other than what were modeled by me. Specifically, during math learning stations,
students began to ask for the plane problem and/or if I could make more similar
challenging problems.
Though the lesson didnt go as envisioned, not much would be changed. This lesson
served more so as guided discovery for students and a road map for me. Moving from
teaching fifth grade after three years to third, it was eye-opening to see where my students
stand at their age and developmental levels firsthand. The one thing that would be adjusted
would be how students are paired. Opposed to student choice, partners would be pre-
selected, ability grouping students. In turn, this will allow student dialogue to become more
rich and broad. Problem solving strategies most likely would be viewed, approached, and
implemented from two different lenses. This will help students better explain their thinking
and see how to stretch/improve their thinking.

e) Handout for MATH 610 Class Presentation

attendant stopped her. The flight attendant said Mrs. Jones would have to take the next flight
instead. The reason she gave was that the plane was too heavy with all the passengers and
luggage! Apparently, an airplane can only hold 10,000 pounds in addition to the weight of the
airplane itself. According to the list below, how much luggage and how many people would equal
exactly 10,000 pounds? Determine some possible and reasonable combinations.
Luggage Weights People Weights
Small bag: 25 pounds Child: 50 pounds
Large bag: 50 pounds Adult (female): 150 pounds
Adjustments to task:
3rd Grade: Mrs. Jones was getting on a plane, but was asked to get off. The plane was too heavy
because there were too many passengers and bags on board! The plane can only carry 2,000 pounds.
Find the total baggage and people weights, so that the plane can take off. How many small bags, large
bags, children, female adults, and male adults boarded the plane? Show your strategy!
5th Grade: Mrs. Jones was about to board her airplane to visit her son in California when a flight
attendant stopped her. The flight attendant said Mrs. Jones would have to take the next flight instead.
The reason she gave was that the plane was too heavy with all the passengers and luggage! Apparently,
an airplane can only hold 10,000 pounds in addition to the weight of the airplane itself. If the airline
allows a maximum of 1 piece of luggage per person, and assuming all combinations of people and pieces
of luggage listed below are possible, what is the average weight of a customer with his or her luggage?
ESOL students (simpler language): Mrs. Jones was kicked off her airplane. The plane was too heavy
with all the passengers and luggage! An airplane can only hold 10,000 pounds. How much luggage and
how many people would equal exactly 10,000 pounds? Use the list below to find possible answers.
Extension: Some of our passengers have medium bags that weigh 35 pounds each. Determine how
many people could be on the plane if you must include at least one small bag, one medium bag, and one
large bag. Explain your answer after finding your solution.
Learning Goals for Students:

The student will determine a reasonable combination of luggage weight and people weights within the
given limitations.
The student will demonstrate understanding of place value through the ten thousands place.
The student will demonstrate understanding of whole number addition and subtraction.
The student will demonstrate understanding of whole number multiplication and division. with zeros
through the ten thousands place value.
The student will effectively communicate their thinking with the audience using multiple representations.
Lesson Summary:
L (Link) Discuss examples of how weight relates to math in the real word. For
example, you find the cost of fruit by finding the weight. Students
brainstorm various examples.
E (Educate) Students complete a simpler version of the task: There is a Ferris Wheel
at the Springfield Fair. The Ferris Wheel can hold a maximum weight of
2,000 pounds. If each child weighs about 100 pounds, how many
children can ride on the Ferris Wheel?
A (Active Students work independently on the task, and then transition to working
Learning) through it with partners.
R (Reflect) Students strategies are shared and connections are made to the
approaches students used to solve the problem
N (Now and Then) Implementing their learned strategies in future math problem solving.
Today you used tables, pictures, number sentences, and trial error to
solve this problem. These strategies will continue to be helpful as we
problem solve in the future.
Reflection of Taught Lesson:
Strengths of Lesson Challenges of Lesson Revisions for next time
Students understood the Students struggled to Create mixed ability

context of problem- real organize their thinking and groupings (strategically
world, connections, relatable work without a graphic planned partners)
organizer
Students were frustrated with Provide large chart paper and
the challenge but this built a Students struggled to find ask students to chart
desire to solve it efficient strategies and strategies and focus on
became frustrated having well organized
Students liked that there was methods of displaying
more than one answer and Some students solved information
they could strive to find a correctly but their answers
more reasonable answer were not reasonable (Ex: Provide Graph Paper
plane full of luggage or all
All students knew where to males on the plane) Allow more time for students
begin and how to start to work on task/complete
working extension if ready

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Running head: NUMBER SENSE TASK 1

Number Sense Task: Place Value

a) Cognitively Demanding Task*

Possible solution strategies:

b) What essential number and number sense understanding is addressed in this

Specific learning goals:

Amount (Quantity) Weight of 1 (lbs) Total weight in lbs

Small Bag 40 25 1,000

Adult female 20 150 3,000

Adult male 10 200 2,000

Large bag 40 50 2,000

C+S+L+F+M = 10,000 lbs

c) GMU Math Lesson Plan Format

1.1 The student will

2.1 The student will:

Apply and adapt a variety of appropriate strategies to solve problems

3.1 The student will

4.1 The student will

Materials and Resources:

Some examples include:

Lesson adapted from an Exemplars, Inc. 2007 task Planely a Problem

Lesson adapted from an Exemplars, Inc. 2007 task Planely a Problem

Lesson adapted from an Exemplars, Inc. 2007 task Planely a Problem

Lesson adapted from an Exemplars, Inc. 2007 task Planely a Problem

d) Individual Reflection- Tracey C. Brown Rice

were highlighted as possible strategies. In turn, I stated to students, It really depends on

and see how to stretch/improve their thinking.

e) Handout for MATH 610 Class Presentation

Adult (male): 200 pounds

Learning Goals for Students:

Reflection of Taught Lesson:

Strengths of Lesson Challenges of Lesson Revisions for next time

Students understood the Students struggled to Create mixed ability

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