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Name: Kelsey Gile

THE TASK
Situation: There are 3 pennies in Kehoes penny jar today. Tomorrow he adds 4 pennies to
the jar. The next day he adds 4 more pennies to the jar. How many pennies are in Kehoes jar
at the end of each day starting today as day 1, then tomorrow as day 2, . . . .up to 10 days?

Analyzing a Task Part II


Use your notes from class to fill out the template.

Mathematical Content and Practice Goals for the Lesson:

Task/Problem There are 3 pennies in Kehoes penny jar. He adds 4


Does it have attributes of a worthwhile
mathematical task? pennies to the jar each day. How many pennies are in
Kehoes jar after 1 day, 2 days, 3 days, . . . up to10 days?
What math content and practices are
at the heart of engaging in this task?
AnticipateHow might my students solve this problemcorrectly and incorrectly?**
What did I learn from analyzing the main activity? What are the various ways that students might approach this task?
Single jar
Day to day
Line graph
Table or chart
Skip the 3 on the first day
Miss numbering days
Engage and LaunchGetting students ready to work.
Essential Question: How will I motivate and introduce the task so as to provide access to all students while maintaining the cognitive demand of the task?
Things I need to do make sure students are ready to work on this task:
Expectation of materials needed
Encourage them to think creatively
Open the problem up for more advanced students (differentiate)
DO MATH/EXPLORELetting go and letting students work.
Essential Question: How will I support student exploration and provide a bridge between what they know/did and what they are to learn?

CLOSUREExplain/Summarize
Questions I Might Pose to Encourage Thinking, Move the Math Forward, Make Learning Visible:
Could you do this for 30 days?
What about 60 days?
Strategy 1: Jar and Columns Strategy 2: Table

Monitor: Who solved it this way? Monitor: Who solved it this way?

Strategy 3: Visual Diagram Strategy 4: Visual diagram and written equations

Monitor: Who solved it this way? Monitor: Who solved it this way?

Other Strategies/Ideas That Emerged During the Lesson:

After: EXPLAIN and SUMMARIZE


Math Methods 17SP
Essential Question: How will I orchestrate the class summarizing discussion so that I make learning visible?

Strategies/Students I might select, sequence, connect and to help make math and student learning visible.

Questions I Might Pose to Encourage Thinking, Move the Math Forward, Make Learning Visible:
Do you see similarities between A and B?
What about A and C?
What about differences?
Closing the Lesson
What is the key mathematical idea I want to highlight Open the mind to critical thinking and different approaches that find the
at the end of the lesson? RESIDUE!
same answer.

Math Methods 17SP