Gene Pak and Rachel Stremme

Professor Caroline Ebby

EDUC-531
28 November 2018

Rachel and Gene,

This seems like a good task to use for a small group lesson. There are several areas of the plan to
work on before teaching this. I’ve outlined them here, but also see my specific comments on the
plan. Go back to look at the Van de Walle chapter on planning 3 phase lessons to really plan out
each phase carefully. The more time you spend on this kind of thoughtful preparation, the better
the lesson will go!

1. Get clear on the task and the math. This task is very open ended and so I’m not clear on
what exactly you are asking students to do. I realize that it is not explained very well on
Boaler’s site, so I’m also giving you a copy from the book from which this task comes.
The book is on differentiated instruction so it gives several tiered versions (see p. 91), but
you should only do one since you are already working with a small group Note how some
of them are more structured. I would suggest taking the “green” task you are using (with
different robots) but structure it a little more to be like the other ones. Maybe start with
the 5 stepper, first specify the starting place, then ask them to explore different starting
places, and then ask them to explore other robots? Otherwise this may be overwhelming
for your students, especially since its not a familiar kind of task for them.
2. Once you are clear on the task, do it yourself to find out what the patterns are that
students will notice. In your anticipating strategies section, you focus on multiplication,
but this will only occur when you start at zero. When you start at other numbers, the
focus will be more on the patterns in the numbers. Consider creating a recording sheet for
students to write down the numbers they generate and look for patterns.
3. Spend time on the launch.(see how it is introduced in the chapter I’ve given you) Try to
engage students in the situation so it’s a real problem for them that they care about, and
model the way the robot walks on the 100 grid. Is there a classroom 100 grid you can
use? If so, maybe you can put a cut out picture of a robot up there and have students
move it. Do one together, writing down the numbers that get generated and ask students
to talk about what they notice. (It’s a little bit like choral counting) Then send them off to
explore with different robots.

Term III

Part I. “The What”

Goals / Objectives

We want our students to explore the various conceptual connections of number sense. In our Commented [c1]: Can you get more specific? It seems
fifth-grade classrooms, we have seen that number sense is expected as intuitive in our students, like this is about understanding multiples and
multiplication?
but we have rarely seen it visited on its own. Number sense is incredibly expansive and many
connections can be made to solidify and maintain students’ grips on number sense and we want
to engender that expansion on this topic in our lesson. Specifically we will be focusing on
number sense’s connections to the determinants of change in patterns (starting number vs.
numerical multiple). This focus will also encompass many other mathematical ideas that we will
not necessarily emphasize but will be an inherent aspect of the lesson itself (place value, base 10,
patterns in sums, pattern differences in even and odd numbers).

● MP3: Construct viable arguments and critique the reasoning of others.

● MP5: Use appropriate tools strategically.

● MP7: Look for and make use of structure.

● MP8: Look for and express regularity in repeated reasoning.
● CCSS.MATH.CONTENT.5.OA.B.3: Generate two numerical patterns using two given
rules. Identify apparent relationships between corresponding terms. Form ordered pairs
consisting of corresponding terms from the two patterns, and graph the ordered pairs on a
coordinate plane.

The Task

Imagine that you have several robots: a two-stepper, a three-stepper, a four-stepper, and a nine-
stepper. Commented [c2]: I’m assuming there are specific
rules here--- can the robot only go right and left or up
and down? Both or only one direction?
● Pick the number on the 100 x 100 grid where the robots will start.
Commented [c3]: Do you mean 10x10? (a hundred
● Explore the walks of four different robots. grid?)
● Try at least two different start numbers for each robot.
● Write about the patterns you find in your grids. Think about:
● Patterns in the ones place
● Patterns in the tens place
● Even and odd number patterns
● Patterns in the sums of the first and second number, the third and the fourth
number, the fifth and the sixth number, and so on.
● What changes a pattern more, the stepper or the start number? Explain your
thinking.
Unpacking the Mathematics

As said previously in the “Goals/Objectives” section, number sense is expected as sequentially

existent for the students in our fifth-grade classrooms. It is simply not a topic that we have seen Commented [CE4]: I’m not really sure what you mean
covered in our classes. Interestingly enough, number sense is something that we have seen our by this phrase. Do you mean it is expected that
students already have it and so it’s never directly
students struggle with to an extent when solving problems that require the application of such addressed?
mathematical concept. Therefore, we would like to build upon their current knowledge of
number sense and expand it heavily with the aid of accessible numbers that they can navigate
around.

It is important to mention that this task is a strong example of a low floor high ceiling task, for it
does not require extensive prior knowledge of number sense while possessing the capability of
broadening the number sense/knowledge of number sense in our students to great extents. This
task will require as little as knowledge in addition, skip counting, multiplication, and an Commented [CE5]: Or even counting by ones, right?
application of both in certain contexts. Most, if not all, of our students are capable of addition
and can certainly skip-count (OGAP), thus, this activity will be very practicable and doable for
our students. They will be using addition/skip counting/multiplication (OGAP) to find the Commented [CE6]: You cite OGAP here in referencing
“steps” of each robot (which are essentially multiples) and they will utilize a combination of different strategies, but now try to situate this the
development of multiplicative reasoning. OGAP is a
addition, counting, and multiplication (perhaps even the conceptual understandings of doubling progression that represents the research on how
and halving) to examine patterns that occur from these operations (as well as the student strategies develop from counting, to repeated
dependence/influence of the starting point of their robots on these patterns). addition, to skip counting, to multiplication. What are
the important underlying concepts here that help
students develop from one level to the next? (see the
Certainly, a difficulty we have discussed is the ability to gauge the current understandings of arrow on the right of the progression, class notes, and
number sense among our students. However, we find that this understanding isn’t entirely crucial also look at the Chapin & Johnson chapter on
multiplication).
because our task is so low floor high ceiling. Nonetheless, a difficulty we are in preparation for is
the potential lack of meaning making that will be present in the patterns our students observe.
We hope to counter this extensively by continuously asking our students why they think that
specific pattern has happened and to support their mathematical claims/arguments. The analysis
of the evidence in the patterns must be present for this lesson to take place.

Anticipating Student Strategies

We are expecting our students to use skip counting, prior multiplication fact recall? knowledge
(multiplication tables), repeated addition, and direct modeling if necessary. The point of the Commented [CE7]: Do you mean counting by ones? I
lesson is not to assess how capable our students are at finding multiples/sums, rather we are don’t think they will be taking out cubes to model, right?
You are giving them a number grid?
hoping to guide our students to help them find patterns and compare patterns as mentioned in the
previous section.

Student Strategy Representation Commented [CE8]: The strategies you have here work
when you start at 0. How will it be different when you
start at different numbers? Also, since you are giving
them the 100 grid, I don’t see how they will use the
higher level strategies.

Skip Counting (OGAP) 4 —> 8 —> 12 —> 20 —> 24 —> 28

—> 32

Knowledge of Multiplication Tables Knowing that 4 x 8 = 32. Commented [CE9]: What about derived facts? e.g.,
kowing that 4 x 4 is 16 so 4 x 8 is double that
 Repeated Addition (OGAP) 4+4=8
8 + 4 = 12
12 + 4 = 16
16 + 4 = 20
20 + 4 = 24
24 + 4 = 28
28 + 4 = 32
Direct Modeling (OGAP) Commented [CE10]: This isn’t really direct modeling.
Its counting on using a model.

Materials and preparation

100 x 10010 x 10 Grid Paper Commented [CE11]: Are you giving them a blank grid
● For each student. or a 100 chart? The picture below is a 100 chart

4-5 Color Markers/Pencils/Crayons

● For each student to color code and to visually represent each of their robot’s path.
Index Cards
● Exit slip for students to conclude and summarize what they learned.

Classroom arrangement and management issues

For this lesson, we plan to go to the library and work at a table. We (individually Rachel and
Gene with each of our own groups) will sit at the front of the table to lead each of our students
through the lesson. Students will receive all the materials as soon as we sit down and provide the
instructions and norms.

We have usually had management difficulties with students on other tasks (such as the number
talks) for we are not in the classroom as often as other student teachers. To address this, we will
concretely and constantly remind our students of the norms for our lesson, especially at the
beginning of the lesson. This firm placement of the norms will set the standard for the behavior,
the concentration, and the respect that we will expect from our students as they duly expect all
three from us (which we will continually provide).

Part II: The Lesson Plan

Before (5-10 minutes)

- For today’s lesson we will be working independently. We are expecting everyone to be
respectful of each other’s space. That means keeping our hands to ourselves, focusing
on the task, and working silently. If you have a question please use the thumbs up signal
we have practiced during our number talks. Are we all on the same page? Alright, so
today, we will be talking about numbers and patterns. To do so, we will be exploring the
walks of different robots. Imagine that you have four robots: a two stepper, three stepper,
four stepper, and a nine stepper. Each robot will have their own marker color. To track
the robot’s walks, we will be using a 100 gridchart. You can start the robot anywhere on
the grid you like. For each robot, please make note of any patterns you see. For
example, think about patterns in the ones place, tens place, or even and odd patterns.
During (15-20 minutes)
- We are expecting students to work quietly and independently. We will be reminding the
students of our norms. We are also expecting students to start with the two stepper and
then after marking its steps, moving to the three, four, and nine stepper without really
noticing any patterns. To make sure that students are focused on the task and looking
closely at the grids, we have included some guiding questions.
Commented [c12]: Think about how to introduce this
context in an engaging way. Today we are going to
explore robots. Who can tell me what a robot does?
These robots we are using today can respond to
specific directions, but they can only move forward or
backward…(do you get the idea? Engage kids in the
situation so it’s a real problem that they want to solve)
You really need to think through the launch carefully
and make sure you are setting them up to be engaged
in the problem and to be able to work on it successfully
(that they understand what to do).
Commented [CE13]: So this seems like the important
concept, not really multiples
Commented [CE14]: Aren’t they going to need several
charts to do this? (Seems like it will get confusing) Or
are they using different colors??
 Questions to guide/assess understanding:
- What patterns are you noticing with your robots? Write them down. Commented [CE15]: You might consider giving them a
- Have you tried starting the pattern at a different number with your robot? Has recording sheet that has each robot listed and a place
to record patterns. This will help them
anything changed?
- Are there any similarities between the robots? Commented [CE16]: What patterns are you
anticipating they will notice? This is what you should
figure out in your anticipating strategies section.
After (10-15 minutes)
- Great work today everyone! We are really proud of how you took your time with the
assignment and tried to find as many patterns as possible. On a piece of paper, we are
going to write down the patterns that you all found. Can we have people share patterns
they noticed with the two stepper, etc.? Where did people start their robots? What
happened to the pattern? Did you notice how the counting you all did is similar to
multiplication? How could you predict the steps of a robot? The final question we have Commented [CE17]: Is counting by 2’s the one you
is what changes a pattern more, the stepper or the start number. Explain your thinking. want to focus on in the discussion and if so, why?
These are good questions but again think it through
Before you all leave, the students will fill out an exit ticket so we can see what they carefully, as well as how you will record it on the board.
understood from the lesson. The exit ticket question will ask students to write down a Will you have a large 100 chart?
pattern that they thought was interesting and explain why.

Formative Assessment
- To collect evidence of student thinking, we will film the session. The discussion at the
end of the lesson will be especially important for assessing the students. In addition, we
will collect all of the written work from the students, including the 100 grids and the exit
ticket. We will be looking for students to write down their patterns and to color in the
grids. This information will guide our understanding of the student’s understanding of
number sense. Commented [CE18]: Ok but WHAT will you be looking
for? This is why unpacking the math is so important.
Accommodations
- The lesson itself is a low floor high ceiling task. Therefore, students who find the task
too challenging have the ability to spend more time with simpler patterns such as a two
step or three step robot and begin at different numbers on the number grid. On the the
other hand, students who want a greater challenge can work with different robots that we
have not explored, such as a six or seven step robot, or start their robots at a different spot
on the grid. They can also explore different patterns, such as looking at the sums of the
first and second number, third and fourth number, fifth and sixth number, etc.