Thinking Through a Lesson Protocol- Test Earnings

Task
Part 1

What are your mathematical goals for the lesson? (i.e. what do you want
students to know and understand about mathematics as a result of this
lesson)?

1) Content- Application of systems of linear equations

My goal in implementing this lesson is that students will be able to recognize that
a system of linear equations is applicable to solve this task, whether they do so
graphically, algebraically, or with a tabular method. The students have studied
systems of linear equations previously, but have not had much exposure to the
content outside of the work within that unit. This task will be introduced long after
their unit on systems has concluded, so my goal is that students will be able to
identify both linear relationships and use their knowledge of systems of equations
to arrive at a unique solution.

2) Practice- Make sense of problems and persevere in solving them

More importantly to me than the content goal, is that my students practice

perseverance and grow comfortable with times of productive struggle. The
purpose of omitting some of the information when I first present the problem is to
allow students to struggle to find a unique solution to a question that doesn't
have a unique solution. I don't want there to be an obvious pathway to solve this
task, and I want the students to conclude that there is not enough information to
solve it after spending time attempting to do so. I believe this is more authentic,
as you are often not handed every piece of information needed to arrive at a
solution the second you are posed with a problem in real life.

3) Practice- Construct viable arguments & critique the reasoning of others

In addition to persevering to solve this task, students will compare and connect
solution paths. They will analyze the validity of others work and make
connections to their own or to their peers.

4) Practice- Model with mathematics

Students will use tables, graphs, and/or equations to represent the relationships
described in the task. They will make connections between each representation.
Students will use these models to determine how many tests Jamal passed.

In what ways does this take build on students previous knowledge, life
experience, and culture?
Students have studied linear relationships and systems of equations this year in
math class. The students have experience modeling linear relationships with
equations and solving them to determine the value of unknown variables. They
have created organized lists, tables, graphs, etc. to organize information.

Many of the students get a weekly allowance from their parent or guardian, so
they will be able to related to the context of the problem in which a student earns
money for each test he passes.

What definitions, concepts or ideas do students need to know to begin

to work on the task?
Depending on how students attempt to solve this problem, very little
mathematics need to be known prior to the test. If students choose to model the
scenario with a system of linear equations, then they need to know how to
represent linear relationships with equations and then solve systems of equations
algebraically, graphically, or with a table. If students choose to model the
relationship with equations, it may be helpful for them to be able to evaluate
expressions for a given value. However, students do not need to solve the task in
this way. They can make organized lists, tables, or other representations in which
the only prior mathematics they would need to know Is how to add and subtract
decimals. If we assume that Jamal only gives back money up to the amount he
has already earned than students do not need to know how to add or subtract
negative numbers.

What questions will you ask to help students access their prior
knowledge and relevant life and culture experiences?
Have you or any of your friends ever earned an allowance?
Have you ever earned money for a chore or task you have done around the
house?
What reaction do your parents/guardians have when you pass a test?
What reaction do your parents/guardians have when you fail a test?
What are some ways we have organized data in the past?
How is 5 cents/10 cents normally represented on a price tag?
What do we need to keep in mind when dealing with decimals?

What are all the ways the task can be solved?

Which of these methods do you think your students will use?

What misconceptions might students have?
What errors might students make?

Phase 1: Students are given the task but the fact that Jamal earns 20
cents is omitted

Students will most like not initially realizing they do not have enough information
to arrive at one solution to this task, as they are not often exposed to problems
with insufficient information provided. Many students may make a ratio table to
represent the different options or another type of organize list. Students may
start adding and subtracting amounts of money based off a number of tests they
passed or failed but without being given a total amount earned, they will likely
not find any help from this method. A misconception students may make is to
interpret the 4:1 ratio as if there were four tests he failed one which would
actually give a ratio of 3:1. Another misconception students may make is to not
consider multiple options and just stick with the ratio of 4:1 instead of exploring
8:2, 12:3, and so on.

Phase 2: Students are told Jamal earns 20 cents and we assume he has
give back 10 cents for failed test even if he hasnt earned 10 cents yet.

Likely, if students built a ratio table in phase one of the task, they will do they will
multiple the number of tests passed by .05 and number of tests failed by .10,
subtract the money lost on failed tests from the money earned on passed tests
for each ratio. This method would show that when Jamal passes 8 tests and fails 2
he earns 20 cents. Students who did not create a ratio table or other organized
list in phase 1 may try to model the scenario with the equations .05p 0.10f = .
20 (or 5p 10f = 20) and 4f = p. They may use these equations to determine that
Jamal passed 8 tests by solving algebraically using substitution, graphing and
finding the point of intersection, or some students may test values to see which
satisfy the equation since they know the ratio must be 4:1 they would like start
with p=4 and f=1 and then move on to p=8 and f=2.

Some students may be confused whether to write the equation as .05p 0.10f = .
20 or 5p 10f = 20, not realizing that the equations are equivalent so it doesnt
matter how you write it. Some students may make the mistake of choosing
addition for the relationship between number of tests passed and number of tests
failed resulting in an equation of f+4 = p.

Phase 3: Pose question What if Jamal doesn't have to give his own
money if he fails a test, only money he has earned? How does this
effect our original question?

Here the goal is for students to recognize that the order matters. I am anticipating
that students will originally think this will not impact Jamals total earnings as
most of the story problems we have worked on thus far in the year have not been
as open ended and order as not mattered in many. To prove to themselves that
order doesnt matter, students will likely try a simple case or they will try the
solution they found in phase two of 8 passed tests and 2 failed tests. If they
switch the order they will see that they do not always get the same total
earnings. If students use a larger case, such as p=8 and f=2, and place the failed
tests somewhere in the middle for each trial, they will likely still get 20 cents as a
result and will conclude that the order doesnt matter. If this happens, I will ask
students what happens if Jamal fails the first two tests in which case they would
find that he would earn 40 cents. Once students determine that order does
matter, they will likely be waiting on me to pose the next question.

Phase 4: Explore questions students generate from the problem

My students are very curious by nature and ask many really great questions but
normally look to me to stir them in a specific direction I want them to investigate
because they havent had many experiences in class to generate their own
questions for investigation. Normally, I craft the questions for students to
investigate and if other questions arise we will spend a short time investigating
them but quickly get back on track with our original goal. So students might need
a little push to generate their own question to investigate. My goal here is that
each group comes up with their own question about the task now that we have
determined order matters which complete changes the task. It is difficult to
anticipate what types of questions they may ask as I often do try to anticipate
their questions and their mathematical minds always pleasantly surprise me.
However, I do anticipate at least one group to ask what is the largest amount of
money Jamal could earn? as they do love to talk about earning money. Another
question I anticipate some groups thinking about is how many different orders are
there for the 10 tests (8 pass 2 fail) and thus leading to the question, how many
different amounts of money could he earn if he took 10 tests? If students are
struggling to come up with their own questions to investigate, I will suggest these
or others such as Is it possible to earn more money failing 3 tests than if you
only failed 2?

Phase 5: Present Findings

Groups will present their findings to the class. I anticipate most students will
make a visual, especially since we are giving them chart paper and markers to
work with. However, it is difficult to know what will be displayed in their visual, as
I do not know which question they will decide to investigate. To make the displays
easier to follow, students will be asked to use the common notation of p to
represent the number of tests Jamal passes and f to represent the number of
tests Jamal fails.

What particular challenges might the task present to struggling

students or students who are English Language Learners? Who will you
address these challenges?
For English Language Learners, I will have the task translated in Spanish and
Arabic. Majority of my students have strong enough English skills that they can
participate in conversations. A group of students in one class has a Spanish
translator that follows them to class and another 2 students have an Arabic
translator. Students will be split into heterogeneous groups so that those with
lower level problem solving skills can receive support from students who have
developed more advanced problem solving skills.

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 students work- independently, in small groups, or in pairs-
to explore this task? How long will they work individually or in
small groups or pairs? Will students be partnered in a specific way?
If so, in what way?
How will students record and report their work?
The resources students will be able to use are:
Calculators to help with basic calculations although they will probably not
be needed. Their use will not take away from the objective of the lesson
will provide more access to students who struggle with arithmetic
 operations.
Rulers to help with table creation
Graph paper if students would like to make a graph or use it to create an
organized list
Chart paper to display their groups work
Paper
Pencils
Markers
Copies of the task

Students will think about this task independently for five minutes. They will then
be put in small groups of heterogeneously mixed students. I want students to
think about the task individually first so they will all have ideas to bring to their
group. The groups are heterogeneous groups so that students will be able to
support one another. I will make sure to have one or two very high performing
students in each group as well as at least one student in each group that has
demonstrated strong organizational skills.

Groups will have the ability to choose how they would like to organize their work.
They will be provided with rulers to make tables, and graph paper to help
organize a list or graph a relationship. If a group is having trouble coming up with
a method for organizing their thoughts, I will call the class back together and
have groups share some of their methods to help trigger ideas.

How will you introduce students to the activity so as to provide access

to all students while maintaining the cognitive demands of the task?
How will you ensure that students understand the context of the
problem? What will you hear that lets you know students understand
what the task is asking them to do?
At my school, each lesson is required to start with a do now. In my classroom we
use multiple entry points for our do now activity. The purpose of multiple entry
points is to provide all students entry into the lesson. The structure of multiple
entry points is that students are given the choice of 3 problems to complete. The
problems are tiered and give students a review of foundational items that need to
used within the lesson as well as give them a preview of what will be learned. All
3 questions will be debriefed before students engage in the task.

Multiple Entry Points:

Choose one of the three tasks to complete. If you finish one before time is up, try
another.

1) Which sum is larger, 8.254 + 3.2 or 6.76 + 4.9? Explain how you know.

2) Eme is flipping a coin 3 times. Make an organized list to show the possible
outcomes of all 3 flips.

3) Ernests mom agreed to give Ernest $1 every night he did the dishes after
dinner but if he skips washing them he has to give his mom $3 dollars back. How
much money will Ernest make if he washes the dishes 12 nights in two weeks?