EUHSD Mathematics

“Thinking Through a Lesson” Template

PART 1 – PLANNING FOR STUDENT THINKING

1. USE “ASSESSMENT FOR LEARNING”

What do most students understand well? What are some students still struggling with?
What might be a good problem for students to engage in next?

2. IDENTIFY LESSON GOAL and DO THE MATH

MATHEMATICAL CONTENT EQUITABLE INTERACTION

What mathematical understanding is the focus of the lesson? What norms/habits of interaction would I like to develop or maintain?
What might it sound like if a student were justifying or generalizing about What tool or pedagogical support of Complex Instruction will I use?
that idea?

MGSE6.G.1 Find area of right triangles, other triangles,

quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other ❑ Multiple Ability Treatment
❑ Participation Quiz w/ Focus on:
shapes; apply these techniques in the context of solving ❑ Accountability Checkpoint
❑ Intentional Use of Group Roles
real-world and mathematical problems. ❑ Assigning Competence
❑ Other:

3. ANTICIPATE STUDENT THINKING

What sorts of student thinking might this task provoke?
What are multiple approaches to resolving the task/puzzle?

4. PREPARE KEY QUESTIONS AND PROMPTS

What key questions/prompts might I use to:
- focus attention on key mathematical ideas?
- evoke deeper understanding?
- promote connections?
- extend the task?
PART 2 - SCRIPT THE LESSON FLOW

LAUNCH
How will I introduce the task in a way that provokes student curiosity, ensuring access and maintaining cognitive demand?

Actions and Key Questions: (5 mins)

Main Question: How big is the Bermuda triangle?

How to find the area of a triangle?
What do you need to know to find the area of the triangle?
Create an estimate that is too small, an estimate that is too large and best estimate you think.
What assumptions that your group is creating with this problem.

EXPLORE
What will I be doing to support “Equitable Interaction”?
Who are my low status students whose brilliance is not yet recognized? How will I assign competence to them?
Which of my key prompts might be useful in this phase?

Grouping (circle all that apply): Individual, Pairs, Groups of, Whole Class
*Are there times I will move in and out of whole class grouping during this phase? If so, when?
Actions: (Total time: 23-25 mins)

In groups, students will create assumptions with the problem. (5 mins)

As individuals, students will work through the problem before working in groups (2-3 mins)

Going in group work to work through (10 -15 mins)

Then whole class discussion the problem which will lead to summarizing part of class.

As a teacher, I can support student learning through providing the coordinates of the three
locations of that create the Bermuda Triangle. I can so have the distance between locations on a
map.
SUMMARIZE
Which of my key questions/prompts might be useful in this phase?
Which of my anticipated student approaches might I want shared during this phase?

Actions: (15 mins)

Groups will present and share how they discovered. Groups will write their answer on the board.
The teacher will select a couple of groups to share how they got their answer through the doc
camera or the board.

Prompting Questions:
What steps did you/your group make to find the area of the Bermuda Triangle?
What formula did your group use to discover how big the Bermuda Triangle?
What shapes did you create from the locations on a map to discover the Bermuda Triangle?

CLOSING:
How will you engage students in reflecting about:
- their interaction during the class period, and/or
- their thinking and self-assessments of their understanding, progress, and needs?
(If relevant to the task,) how will I assign competence and recognize the multiple abilities of various students?

REFLECT
What evidence will you collect that will give you more information about their thinking and inform your planning for the next lesson?