Analyzing a Task Part II

Use your notes from class to fill out the template.

Mathematical Content and Practice Goals for the Lesson:

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately.
Task/Problem The class with be getting exposure to money and addition at
Does it have attributes of a worthwhile
mathematical task? the same time. The task shows them different ways to
create $1 and beyond. It gives real world practice and
connection.
What math content and practices are Solve word problems involving dollar bills, quarters, dimes,
at the heart of engaging in this task? nickels, and pennies, using $ and symbols appropriately.
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?
Students may misinterpret the coins values (nickel for a quarter) and calculate incorrectly. They may also add their total incorrectly.
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:
The value if each coins
How to add multiple sets of double digit addition
How much makes up $1. (100 cents)
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?
Why is it important to be able to use money?
How are you going to use money and math together outside of school or in older grades?
CLOSUREExplain/Summarize
Questions I Might Pose to Encourage Thinking, Move the Math Forward, Make Learning Visible:
Can you make $2? What about 5?
Next time you have a handful of change and you see a candy for $1 do you think you can create
$1 to pay for it?
Strategy 1: Strategy 2:
Kais Pathway Sakuyas Idea
2 quarters (50), 1 dime (10), 3 nickels (15), 25 pennies 1 quarter (25), 6 dimes (60), 2 nickels (10), 5 pennies (5)
(25) 25 + 60 + 10 + 5 = 100
50 + 10 + 15 + 25 = 100 Monitor: Who solved it this way?
Monitor: Who solved it this way? Eli, Alec, Piper, Charlie
Bente, Owen P., Tristin, Michael
Strategy 3: Strategy 4:
Henrys Option Paiges Path
3 quarters (75), 1 dime (10), 2 nickel (10), 5 pennies (5) 1 quarter (25), 4 dimes (40), 3 nickels (15), and 20
75 + 10 + 10 + 5 = 100 pennies (20)
Monitor: Who solved it this way? 25 + 40 + 15 + 20 = 100
Owen T., Idia, Alice, Emma, Jr Monitor: Who solved it this way?
Sunny, Wyatt, Sophia
Other Strategies/Ideas That Emerged During the Lesson:
3Q, 3N, 10P.
2Q, 5D.
2Q, 2D, 30P

Math Methods 17SP

After: EXPLAIN and SUMMARIZE
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:
Why is it important to be able to use money?
How are you going to use money and math together outside of school or in older grades?
Next time you have a handful of change and you see a candy for $1 do you think you can create $1
to pay for it?
Closing the Lesson There are a lot of different ways to make $1. Knowing how to make a dollar
What is the key mathematical idea I want to highlight and use coins is something we need to have when we get older so that we
at the end of the lesson? RESIDUE!
can pay for things. We also need to know it to save money.

Math Methods 17SP