Emily Perelman

11/10/17
Core Decisions of Lesson Design

What Commented [GLT1]: This sounds like a very high-level

Through this lesson, I want my students to apply their understanding of arrays, as an whatyour kids will be lucky to have someone help them
to engage in thinking at this level!
Early Transitional Model of multiplicative reasoning (OGAP), and relationships between groups
Commented [GLT2]: To what?
and numbers to problems. At the start of this lesson, my students will use their knowledge of
arrays as a way to start thinking about a solution, but then will use a combination of Commented [GLT3]: Maybe its more than just getting
multiplication, division, addition, and subtraction to solve something that is truly problematic to started on a solutionmaybe its that they are using their
understanding of arrays to understand the context of the
them. The majority of the lesson will focus on my students working on coming up with more problem in a deep way. That depth of understanding allows
than one solution to a problem, which they have not been required to do in classwork. By them to grapple with applying mathematical models to the
coming up with multiple solutions to a problem, they will be encouraged to use more context and also grapple with looking for ways to use
repeated reasoning.
sophisticated problem-solving strategies (Chapin and Johnson). Through problem-solving and
Commented [GLT4]: Is each individual focusing on coming
discussing multiple strategies, these students will walk away from this lesson with a deeper up with multiple strategies, or as a group you will look
understanding of how to make use of a strategy as repeated reasoning in mathematics as well across a variety of strategies?
as modeling with mathematics.
By encouraging students to mathematically represent a situational context, they will
engage in Mathematical Practice 8, modeling with mathematics. By having the students engage
in a problematic task that involves multiple, related situations, they will be using modeling skills
to help them make use of strategies in different contexts. By applying problem-solving
strategies to different contexts in a problem, my students will notice which strategies and
reasoning can be repeated, therefore engaging in Mathematical Practice 4, which is looking for
and expressing regularity in repeated reasoning. The ultimate goal of this lesson is for the
students to solve a series of problems using strategies that rely on a variety of mathematical
skills and knowledge. Commented [GLT5]: It sounds from the rest of the what
section though, like the main focus on building off of initial
strategies to be able to generalize to a more comprehensive
How strategy---one that applies more broadly to a type of
There are multiple methods and approaches I will rely on to get the students to grapple problem.
with the mathematical concepts and practices mentioned above. The series of task that I will Commented [GLT6]: This section is comprehensive and
present to students starts with the students determining how many squares are in the border hits almost all of the major points needed. See the note
below about expanding a little on tools.
of a 10 by 10 grid (array) using any strategy theyd like, except counting the squares
individually. After the students are able to come with individual strategies for how to approach
this initial problem, I will present students with a three different situations a 6x6 array, a
20x20 array, and a 10x10 array where the border in question is one row in from the outer
frame. Students will work in pairs, that I will create beforehand, to work collaboratively on
coming up with strategies. By presenting this problem as a challenge that we are all working
towards together, I will frame this problem as collaborative from the get-go. Therefore, the
teaching approach that I am taking in this lesson is inquiry-based and discussion based with an
emphasis on collaborative work. In order to make this possible, students are going to work in Commented [GLT7]: Thanksthis is a nice clear
groups of two to try to solve the tasks given, and once the groups have come up with at least statement of approach. I wonder if it would make sense to
start your How section with this sentence?
one solution for each task, I will facilitate a group discussion where students present problem-
solving strategies and critique those of their peers. The goal of using a problem that uses an
array as the base for the problem, but cannot be solved by just using the understanding of
arrays, is that the task is actually problematic for the students (Hiebert, 18). This task will
encourage students to use a tool (knowledge of arrays and other mathematical operations) that Commented [GLT8]: Im not sure I would classify prior
theyve had practice with, in a new context (Hiebert, 18). During the collaborative partner work, knowledge as a toolthough certainly building off it is
essential. What tools will you provide them with to help
I will circulate to facilitate and observe conversation, but will not disrupt or disturb students them pursue a solution, given that they will use those tools
thinking and problem solving because I want to be as hands-off as possible. After the students + their prior knowledge to get there? (Ex: things like paper,
have worked in small groups, we will come back together to compare and explain strategies. pencils, any kind of specific manipulatives, graph paper,
etc)
There will be norms in place (set forth at the beginning of the lesson and reinforced
throughout) to foster an environment where multiple strategies are encouraged, active
listening is essential, and respect is expected. I will ask questions that focus the conversation on
reasoning and understanding, in order to get the students to think. I will also remind the
students to speak to one another and not to me while explaining their problem-solving
strategy.

Why
I have selected the specific concepts and pedagogical strategies that I identified above
based on curriculum used in my classroom, what I know about the group of students I am going
to be working with, my educational philosophy, and input from my classroom mentor, Penn
mentor, and professors. Throughout my time in the classroom, I have seen students learn a
new concept and then apply it to different contexts and word problems. However, the
problem-solving strategies have, more often than not, been explicitly modeled with little room
for the students to come up with the strategies on their own. This constraint from the
curriculum, as well as my classroom mentors suggestioned to have the students work in pairs,
led me to the task and environment I selected. Further, after seeing the students recognize
arrays and apply mathematical knowledge to new situations during Number Talks I've done
with them using dot cards, I think that they will thrive working on a problem that also relies on
mathematical knowledge outside of the context of the curriculum. I strongly believe that the
way concepts are taught in math lessons should be rooted in student work and after learning
about the Border Problem from one of my math methods professors, I think that this
problematic task will allow the students to explain their thinking, and conclude that Commented [GLT9]: Initiate their own strategies,
multiplication, division, subtraction, and addition can be used together to solve a task. Commented [GLT10]: I still feel like your task is less about
combining operations (because some strategies only use
oneand none of them use all 4) and more about figuring
out a strategy and then figuring out both how to represent
the strategy mathematically (with equations) and decide if
the strategy is generalizable. If Im off here, thats finejust
try to explain why.
 Math Lesson Plan

Goals/Objectives:
- Students will be able to use repeated reasoning to solve a series of problematic tasks
- Students will be able to understand how the four operations (multiplication, division,
addition, and subtraction) can be used together to solve a problem Commented [GLT11]: Maybe its less about using all 4
- Students will model with mathematics to create a mathematical representation of a together, and more about making sense of the operations
enough to figure out which ones to use when, and how to
situational context combine them if necessaryDoes that make sense?

Standards:
- CC.2.2.3.A.4 Solve problems involving the four operations, and identify and explain
patterns in arithmetic. Commented [GLT12]: Check out:
o Look for corresponding Common Core one more detail CCSS.MATH.CONTENT.3.OA.D.9; that saidthis one
seems to fit quite well. Its fine to leave it.
- Mathematical Practice 4 Model with Mathematics
- Mathematical Practice 8 Look for and Express Regularity in Repeated Reasoning

Materials and preparation: (for 4 groups of students and teacher) Commented [GLT13]: Im thinking that grid paper and
- Chart paper for me square tile manipulatives might be helpful toothey would
both be tools that would help students try to model
- Markers concretely first before trying to make a mathematical model
- 10 by 10 grid with border colored in the form of an equation.
- Small dry erase board and marker for norms
- Paper and pencils for students

Classroom arrangement and management issues: Commented [GLT14]: This all makes sense. Even though
- This is going to happen during Guided Reading time when this group expects to do an you dont anticipate management issues, its worth just
thinking ahead to how you will respond if, despite your pre-
activity together (I am using the same group and time for my other lessons) emptive laying down of norms, someone breaks the norms.
- I will conduct this lesson at the table in the hallway outside the classroom there is a
square table that seats ~10 people right outside the classroom
- I think this location is most appropriate and convenient because I dont want to distract
the other students in the classroom during guided reading
- The table setting allows the students to sit closely to their partners and work
collaboratively; it also allows me to walk around and see what students are doing
- Management concerns include students talking out of turn during the discussion part of
the lesson so we will set norms for our conversation at the beginning of the lesson
- I am not too concerned about management issues with this small group because I have
worked with them before outside the classroom in similar context
- Norms for this small lesson: have students model whats expected (this is something
they are familiar with); I will record these ideas on small dry erase board and put up on
window sill
o 1) When someone is sharing their idea what does it look and sound like?
(students share write on dry erase board)
o 2) How we are going to respectfully listen to each other? (students share ways)
o 3) What does it mean to work collaboratively? (students share ideas)
Plan:
Before (Launch ~5 min) Commented [GLT15]: This makes sense. Good time
- Remember how weve been talking about leaders and problem solvers? Well I know that estimate too.

we are a group of problem solvers too; today we are going to apply our problem solving
skills in groups of 2 to a task
- We know about arrays, weve been working with them in different situations for a little
while now. Im going to show you a 10x10 array (show grid)
- Im going to ask you a unique question, a new question, and you can solve it anyway you
can.
- Lets say we want to figure out about how many squares are around the outside of the
array, without counting all of them individually? So not the insides, but the border (point
to shaded area)
- Have students share strategies I will record number sentences/equations on chart
paper; probe to ask for more strategies Commented [GLT16]: You may want to have students
- Now, I want you to solve a similar question, slightly altered. I want you to see if your come up and point on the original picture of the border as
they explain. While you will probably not need this to
strategy from the original problem is going to work, or if you need to alter it (point to understand their strategy. Other kids might. This is also a
strategies on board) good opportunity for some of those productive talk moves
- We are going to try to come up with multiple strategies to this task working in pairs for that we learned about. Maybe re-visit our note taking sheet
and think about which ones could be helpful.
about ~15 to problem solve, then were going to discuss it as a group
Commented [GLT17]: Againjust to be clear. Are you
- What I'm interested in is hearing multiple strategies to figure out the border of the asking each student to come up with multiple strategies, or
square and if the strategy you're using works with the different situations you want to see a range of strategies across the whole
o I want you to notice what you're learning by solving this type of problem multiple group?
times
- Remember, we want to come up with strategies other than counting the squares one by
one!
During (Work and explore ~15 minutes)
- Remember we have to be aware of our volume when working in pairs and when working
in the hallway
- When I walk around from group to group, I expect to see that you're going to be working
collaboratively and not wasting a precious moment!
- Students will pair up (I have already made the pairs)
- I will circulate the room to make sure that students are trying to figure out strategies
that can be used for multiple border situations and answer questions they have related
to task
o How are you thinking about this problem?
o What do we know about the shape? Commented [GLT18]: These are great questions! A few
o What do you know about the different sides of the border? others that might end up being helpful if kids are stalled:
What have you done so far? Followed up byAnd where
o Are all the sides the same? are you stuck? ORShow me how you see the border?
- I will assess the students thinking and understanding with the checklist below (asking them to point and describe on the picture).
After (Debrief and wrap up ~10 minutes) Commented [GLT19]: During this time, kids may need to
- Gather group back together and have groups, one- by- one share strategies as I record be showing their strategy to other kids (either by pointing
thinking on chart paper to a drawing or physical model that they made). It may be
too abstract for other kids to follow their thinking without
something to look at. Does that make sense?
 - Depending on the students ability to come up with a strategy that works with the
different tasks presented, I will lead the conversation in one of two ways
- OPTION ONE: have groups of students present the strategy that worked for all the tasks
o I will ask questions regarding their strategy and how they know it works
What does that number tell you? (number of squares in the border)
Say more about X (depending on idea)
Do you think your strategy will work with a different array? Why or why
not?
And what about when the border/shaded part were moved in a row?
- OPTION TWO: discuss the problem that students seemed to struggle with and talk
through a strategy and see if it applies to the first one
o I will ask questions regarding their strategy and how they know it works
Whats one strategy we can use to solve this problem?
Do we think it can work with the first problem? Why or why not?
What strategy do we think could work with both situations?
- I think a lot of these questions are going to be based on what students are saying,
similarly to how I have been working on doing this in Number Talks
- I will be listening for different strategies (anticipations below)
- At the end of the groups sharing, we will recap the different strategies and discuss why
the understanding of arrays was helpful, but how this was different that previous
problems with arrays
Anticipating students response and your possible responses:
- Possible strategies:
o 10x10 8x8
o 4(10) 4
o 2(10) + 2(8)
o 4(8) + 4
o 4(9)
o 10+9+9+8
- What students are likely to be confused by or find difficult
o Thinking about this as a general rule I will only ask that questions that I think
are appropriate based on what I see during the collaborative working time
- Aspects of the lesson that might present particular managerial challenges
o I dont expect there to be difficult managerial issues because I am familiar with
this group and have worked with them before
o As my classroom mentor takes time to model whats expected and unexpected
in different environments, I think if I am clear what I expect from the
collaborative work, they will reach these high expectations
Assessment of the goals/objectives:
- If the students came up with multiple strategies to solve this problem and can start to
apply them to different contexts (repeated reasoning), then I will know they have
reached the goal
Commented [GLT20]: For this, it might be helpful to have
one group show all 4 of their solutions next to each other
it will make the generalizing easier.
Commented [GLT21]: This might be a good place to
employ that practice of naming strategies either after
their creators or after a defining characteristic. For example,
Emily and Lindsays strategy or the subtract the corners
strategy. It may help facilitate the conversation between
groups.
Commented [GLT22]: Wont you want to ask this about all
of the numbers in the equationsnot just the one that is
the total?
Commented [GLT23]: Niceyou mean one that they
havent tried yet today, right?
Commented [GLT24]: I cant quite understand this
questionsorry. Maybe it would make more sense in
context?
Commented [GLT25]: I was thinkinga cool way to end
might be to ask the group to predict what the outside
border would be for some very large (but easy number)
arraylike, say a 100 by 100?
Commented [GLT26]: And then their corresponding
answers for the varied sized grids. And wowthere are a lot
of ways to see this!
Commented [GLT27]: Try to use this space to anticipate
some of the areas of mathematical confusion. These might
come up especially as students are trying to explain their
strategies to other students. For example, my younger son
initially had trouble understanding why my older son
removed 4 for each corner. What are the parts of the
solutions or strategies that kids could be confused by.
Thinking about this ahead of time will help you to be ready
to help them work through their confusion.
Commented [GLT28]: Frontloading the expectations is an
excellent idea, and I agree with you, that management
problems are almost always avoided by the combination of
setting clear expectations and engaging kids in important
workboth of which you are set up to do here. However,
its also important to think about what you might do if
someone does something that goes against the established
expectations. Kids make mistakes. Teachers who are
prepared for these mistakes can usually respond gracefully
and swiftly to minimize the problem. Teachers who are
surprised by behavioral missteps can end up having to
scramble to respond, which is almost always less graceful
and less efficient. Does that make sense?
 - There are different multiplicative understandings, strategies, and language that students
can use to help me understand if they are reaching the goals (see checklist below)

Understanding of Strategies Reasoning Other Commented [GLT30]: You dont have all the strategies
Multiplication here that you had on your anticipation list. Is it important
Interprets Comes up Repeated Incorporatin Using Using Using a Applying Comment that you know which strategy that they used?. What will
problems with a non- addition g subtraction sides knowledg countin strategy to s you gain by knowing the specific strategy that they used,
correctly counting of corners of 8 by e g different rather than thinking just about the ID of a strategy and then
strategy 8(n-2) difference strategy arrays/situation the application of that strategy to other contexts? This is an
and of outside s repeatedly honest questionnot a re-direction; I just want you to be
adding array and
intentional about it.
Studen in inside
corner array (i.e., Commented [GLT29]: Im not sure this is the thing they
t s 10x10 are understanding.
8x8)
Commented [GLT31]: By this one do you mean,
incorrectly? Like 10 + 10 + 10 + 10and then forgetting
about the overlap in the corners?

Accommodations: Commented [GLT32]: Its worth thinking too about how

- If students come up with a strategy to solve the task, I will encourage them to continue you will handle a kid who cant even get started on the
initial task. How will you accommodate their needs?
coming up with new strategies