Lauren Schwartz Final Lesson Plan

Lauren Schwartz Final Lesson Plan

Part I: “The What”

Goals and Objectives

Mathematical Ideas & Concepts - Numbers and Operations in Base Ten

- Division (such as concepts like equal grouping)
- Multiplicative Thinking and Strategies

Main Mathematical Practices - Make sense of problems and persevere in solving

them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others

Primary Standards

PA Core Standards - CC.2.1.4.B.2 Use place-value understanding and

properties of operations to perform multi-digit
arithmetic.
- CC.2.2.4.A.1 Represent and solve problems
involving the four operations.

PA Eligible Content - M04.B-O.1.1.3 Solve multi-step word problems

posed with whole numbers using the four
operations.

The Task

There are 36 crackers to be shared equally for a snack. How many kids can share the
crackers? How many crackers will each kid get?

Explanation of Task
There are multiple reasons why we feel this is a worthwhile task for both of our 4th-grade
classrooms. These reasons include:
- Both of our classes are just starting to learn division. This is a new mathematical
operation and concept to both of our classes.
- Students are coming off of a unit that reviewed 3rd-grade multiplication concepts and
taught two-digit by two-digit multiplication. We feel that this problem takes students’
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prior knowledge of multiplication and also gives them an opportunity to take prior
knowledge and bridge it to grapple with a new concept.
- This problem is open-ended and calls for multiple answers and strategies. Students can
use strategies that they are familiar with at the beginning of the task. We believe that this
task allows us to build up from strategies students are already familiar with and challenge
them to see the connection to higher-level strategies and understanding.
- The task opens the door to partner sharing and constructing arguments to support
thinking. We believe this task directly allows students to work on two of the
Mathematical Practices: (1) reason abstractly and quantitatively and (2) construct viable
arguments and critique the reasoning of others. Through talking with partners, students
are pushed to reason, construct arguments, and critique the reasoning of others verbally.
- Due to its open-ended nature, this task challenges students to persevere in solving
problems (a third Mathematical Practice). This task pushes the boundaries of
conventional whole-class learning and intentionally pushes students’ thinking and
understanding of what Math should look like in their classroom.

Unpacking the Mathematics

Lauren’s class has been working on division for a few
weeks now and have worked through multiple strategies on
solving a division problem. Lauren’s school, Wissahickon Charter
School uses the GoMath curriculum. They have learned the
strategies of drawing out circles and making equal groups
(including remainders), making arrays (equal grouping), dividing
with partial quotients (dividing with familiar numbers), repeated
subtraction (Base-10), and long division. All of the strategies are
important to note for the students’ background knowledge coming
into this lesson; however, long division would not be appropriate
for this problem given that it does not fit when the product is only 36. All strategies have been
introduced and taught and therefore students have the foundational knowledge of multiple
strategies for solving division problems, but have moved toward picking the strategy they feel
most comfortable with and competent in.
In contrast, Kelsey’s class has just started their division unit this week. Her school, E.M.
Stanton, uses the Envision math curriculum, which her teacher strictly follows. Using this
curriculum, students have so far been introduced to strategies such as estimation, trial/error,
dividing with of familiar numbers (Base-10), writing out multiplication facts before solving the
division problem, and drawing equal groups to find their answer (including remainders).
Kelsey’s class has not engaged with partial quotient, array models, repeated subtraction, or the
traditional way of long division. Her students have however practiced similar strategies when
solving multiplication, such as the array model, partial products, repeated addition, and counting
up. The strategies Kelsey’s class is currently learning find themselves on each stage of the
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OGAP framework. For example, students are learning the Early Additive and Additive strategies
of grouping by counting by ones and equal groups by repeated addition/subtraction. Students are
also currently being taught to use a Transitional strategy of using the inverse relationship
between multiplication and division to find their answer.
While both of our classes are at different stages of learning division, we feel that students
need to understand and be able to do the following. First, students need to be able to look at a
problem and know the question it is posing. More specifically, students need to know what they
are looking for and the language of multiplication and division situations must be understood
(Chapin & Johnson, p.77). Second, students need to be able to look at the problem and know
what operations they can use to solve the problem. Third, students need to understand the
relationship between division and multiplication and be familiar with the concept that to solve a
division problem you are also using multiplicative reasoning. Similarly, students need to be
mindful of the commutative property. This is not to say that students will need to know the
commutative property prior to engaging successfully with this problem; however, students will
need to be familiar with at least the concept of the property in order to make sense of their
solutions within the context of the problem. For example, students will need to know, or at least
be able to think about how 9x4=36 translates to the fact that either 9 students can get 4 crackers
each OR 4 students can get 9 crackers each. Fourth, students need to have a foundation of
number sense in order to have flexibility with numbers and understand the relationships between
them.
The main difficulty and gap we feel will come up for both of our groups is the fact that
there is only one number in the problem. While it is theoretically a division problem, it lacks a
divisor. Our students are used to having a closed mathematical task that may elicit multiple
strategies but only has one correct answer. It is in the students’ repertoire to look at a problem,
decide what operation/algorithm to use to solve it, and then solve it. Fosnot and Dolk (2001) in
their writings on algorithms versus number sense argue that a students’ repertoire of strategies
must be derived from operating flexibility in the number space--from looking at the numbers
first, setting up relationships, and then playing with these relationships. This problem pushes
them to look at computation strategies not based on basic algorithms but based on number
relationships and operations. For example, students might be able to look at the relationships
between factors and multiples and between numbers based on doubling and halving. Lauren’s
class has just begun learning about factors and multiples but has not spent much time on the
doubling/halving relationship. Both of these ideas could be ways that students might address the
problem. For Lauren’s class specifically, because they are currently learning about factors and
multiples and it is fresh in their minds I think that will be a strategy they potentially use. While
arguably knowing what a multiple and factor is would be beneficial for this problem, it is not
necessary in order for students to be successful in solving this problem.
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Anticipating Student Strategies

Drawing out Equal

Groups/Modeling

Array Model

Skip Counting

Trial and Error w/

Multiplication
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Making Problem
Relatable to Context (In
order to launch the
problem as more than just
another “word problem”)

Partial Quotients

Partial Products
For Lauren’s class, I think they may also think of this with
multiplication and partial products such as 3x10=36 and 3x2= 6
because they are more comfortable with multiplication.

For Lauren’s class and lesson, I wish I could say that my students will
look to the area model to make sense of the decomposition for partial
products or partial quotients; however, my students consistently get
Area Model confused when I introduce the use of area models in comparison to
array models due to the fact that their GoMath curriculum does not
address area models very often. I do feel that some of them will lean
toward partial products or partial quotients and may use an area model
to make sense of that but I am unsure if they will jump to use an area
model.

Possible Solutions

Number of Crackers Total Number of Crackers Each Student Gets Number of

Students
36 1 36
36 6 6
36 4 9
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36 9 4
36 3 12
36 12 3
36 2 18
36 18 2

Number of Crackers Total Number of Crackers Each Student Gets Number of

Students
72 1 72
72 9 8
72 8 9
72 4 18
72 18 4
72 6 12
72 12 6
72 2 36
72 36 2

Materials and Preparation

Type of Material Intended Use of Material

Paper For students to solve task with pictures, equations,

and statements – allows them to represent their
thinking quantitatively and visually

Pencils and Colored Pencils
For students to solve task with pictures, equations,
and statements – color coordinating could help
students to visualize equal groups and contribute to
their understanding of what equal grouping is. I
(Lauren) think using color is becoming part of my
pedagogical beliefs. Not only did I thrive growing
up using color to make sense of math but I also feel
that adding color to math helps students see
important relationships and visually make sense of
processes.

Whiteboards/Whiteboard markers For students to put up one strategy on the chart for
us to discuss – allows students to self-select the
strategy they are comfortable with talking about
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and explain their thinking to their peers (and

teacher)

Saltine Crackers Used to push student’s thinking of the multiple

ways that the crackers can be divided (an example
would be breaking the crackers in half) after they
have found all of the solutions for 36 crackers and
for use during the discussion

Classroom Arrangement and Management

Physical Space Set Up
We both have large fourth-grade classes which means a lot of desks and very little room
for small group work. Therefore, we will be conducting the lesson in our respective shared
school library. We like each of our school’s library space for a number of reasons. The first
reason is that the library has tables rather than individual desks. This will be a really great way to
promote collaboration and to allow students to work together to solve the task and work through
the questions we each pose to our classes, together. Second, there is more space in the library for
students to spread out and work with more flexibility than in the classroom.
We will each have our students sit with us at one table altogether as we each launch the
lesson and as we read through the problem together with each of our classes. We would then
explain that students have room to spread out between three tables to work on the task with a
partner. We would then bring students back to sit around the table with each of us when we
discuss the task and move on to the exit ticket.

Distribution of Materials
When we launch the lesson, all materials will be with each of us. We would like students
to listen first to the norm-setting without distractions or materials to play with. When we are
ready to introduce the actual task, we will write the problem up on the board and then read it out
loud. We will then have a student reword the task in their own words (see more on this in Part
II). Once this is done, we will distribute the pens, pencils, colored pencils, and math
manipulatives for students to solve the problem individually. Once this time (approximately 5
minutes) is up, we will distribute the whiteboards and whiteboard markers for students to pick
one of their strategies to put on the whiteboard and share with their turn and talk partner. we
would not use the saltine crackers until the second half of the discussion. I feel the saltine
crackers will distract our students and also potentially cause students to only think about the
problem visually rather than strategically through multiple methods.
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Anticipated Management Concerns and Responses
Anticipated Concern
Negative or uncharacteristic reactions to a
different physical space to conduct the lesson
Students’ lack of perseverance and fixed
mindset when it comes to mathematical
problems (specifically division)
Competitiveness among students to solve the
problem first and solve it correctly
Part II: The Lesson Plan (Scripted for Lauren’s Students and Lesson)
Lesson Goal: To provide students with the arena to explore the relationships of number and the
relationship between multiplication and division.
Anticipated Response
- Setting up physical space to be away
from potential distractions such as
students or faculty using the space for
various reasons.
- Having the materials they are used to
during math time out when they arrive
so that it is a familiar set up.
- Having them bring with them all of the
math materials they would typically
have out during a math lesson
(textbook, notebook, pencil etc.)
- Probing their thinking while they are
working individually
- Scaffolding
- “Let’s read the problem
together again. “What sticks
out to you...what do you
notice...what do you know?”
- Reminding the students there is no one
“right” way to do the problem
- Proactive introduction and re-voicing
of norms and expectations throughout
the lesson
- Providing extensions to students
thinking and solving so that finishing
first does not mean you are finished
with the problem
- Lay out the structure of the activity
prior to sending them off to solve so
they are aware that they will be given
time to talk and share solutions and
strategies
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1. Before (Launch).
a. Lauren will begin by setting expectations for math discussion and set the context
of an open math task:
i. We listen carefully
ii. We value and respect all opinions
iii. We think about what is being said
iv. We actively participate in the discussion
v. We ask questions for understanding
vi. We value and learn from our mistakes
b. Lauren will say:
i. “Today we are going to do a different kind of math activity. Before we
begin, I want to set some norms. Just like we do with grapple problems
with Ms. Taylor and number talks with Ms. Schwartz, you will have a
chance to solve this problem and think about it on your own and then
share out what you are thinking. This problem is not just a typical “word
problem”, this is a problem that needs your solving. This problem has
many solutions and there are many strategies you can use to solve it. I
want you to think about everything you have learned about multiplication
and division, and even what you are learning now about multiplication and
division. I want you to be creative with your thinking and stretch those
brilliant minds of yours! We might all have different strategies and
solutions, and that is okay! We will talk through it together at the end and
discuss our strategies and solutions. So just like we do in number talks,
make sure we are listening respectfully to each other and using one voice
at one time. Second, this problem might be a challenge. I am going to ask
that you stick with the problem and challenge yourself to solve it!
Remember, show me and yourself what you know! We are here to grow
and learn, not to prove that we have the right answer. Thumbs up if we are
ready to go.”
c. Lauren will introduce the task:
i. Lauren reads the task out loud to students 2x.
ii. After the second time Lauren reads it out loud and says “think about when
Ms. Schwartz passes out snack during independent reading time. She has
36 crackers and needs to know how many students could get an equal
amount of crackers and how many crackers they would get. How would
we she share 36 crackers equally? She has a problem that needs your
solving.”
iii. Lauren has students read the problem once in their hears and adds: “after
you read this, think quietly to yourself for 30 seconds, what is the problem
asking us to do?”
Lauren Schwartz Final Lesson Plan

iv. After 30 seconds, Laure asks students to turn and talk to their partner
about what they think this problem is asking.
v. Lauren brings students back together for group discussion about what we
think the problem is asking.
vi. Lauren then reads the problem one more time and asks students: “Now
that we know what the problem is asking, take 30 seconds to think about
how you might want to solve this problem. What is the first step you want
to take?”

2. During (Explore). There should be adequate time for students to work on the task;
students might work in small groups, pairs, or independently.
a. After reading through and discussing the question together, students go off to
work independently on the problem for a maximum of 5 minutes on the sheet with
the problem on it. Lauren says:
i. “Okay you will have 5 minutes to first work independently on this. Just
like we do for our grapple problems, there should be no talking. You will
have time to share out, but right now you should be working silently and
independently. Try and solve this problem in as many ways as you can.
Just like we do for number talks, if you find one way to solve it, try and
see if there are any other ways to solve it!”
ii. While students are working on their own independently, Lauren will walk
around and ask:
1. “How did you come to that strategy?”
2. “Why does that strategy work?”
3. “What do you mean by ______?”
4. “How do you know each friend will get that many crackers?
5. “Can you share with a different number of students? Try it!”
6. “Could you think about it another way? Is this the only way to
solve this problem?”
7. “How do you know each friend will get that many crackers? Can
you share with a different number of friends?”
b. After students are given 5 minutes to work independently, they are given one
whiteboard to write one of their solutions down. Lauren says: “Okay, take one of
your strategies and place it on this whiteboard. Just one! We will be able to talk
about other ways you solved in a bit. But for right now, just put one solution on
your white board.” While students are writing strategy on whiteboard Lauren can
ask:
1. “Why did you choose to show this strategy for your whiteboard
over another one?”
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c. After each student has one strategy on their whiteboard, students pair up with
each other to share the strategy they have on their whiteboard. Lauren says:
“Okay now turn and talk to the person next to you about your strategy. Remember
that we are using one voice at one time and listening respectfully to each other.
Remember it is okay if you did not get the same answer! Just discuss how you got
your answer. What did you do to get your answer!”
i. Lauren encourages students to share how they came to that solution.
1. “Can you retell your partner’s strategy in your own words?”
ii. Lauren bounces to each group and now gives them the CRACKERS and
probes them to use the strategies they discussed and find as many
solutions as they can!
d. Once Lauren sees that a group or groups of students have found all the solutions
for 36 and they are confident they did, she probes them with “what would happen
if we broke the crackers in half?”
e. Students then work to find patterns of the solutions of 72 compared to 36
(hopefully) (extra probing needed)
f. After about 10-15 min of this, the group turns back together to discuss the
problem as a whole group. (see below)

3. After (Discuss and Wrap-Up). End with a whole group sharing of strategies and
discussion of important mathematical ideas.
a. Lauren brings students back together to collect solutions and hold a discussion.
Lauren asks for each group’s solutions and puts it on the board. Lauren says, “so
what do we think, what solutions did you come up with?”
b. Lauren records each student strategy on the board (similar to a number talk).
Lauren probes and pushes student thinking to describe their strategy and connect
it to the larger mathematical concepts such as: the relationship between division
and multiplication. Students will be have practiced explaining their strategy on
their whiteboard and have come up with more strategies and solutions as a group
and will now do the same to the whole group. Students and their partners will
explain how they came to all the solutions they got and how they got to them.
Lauren will be listening for:
i. The different strategies elicited
ii. The number pairs that they come up with
iii. How students relate the numbers to the context of the problem
iv. Does any student think about breaking the crackers in half/extensions?
c. Lauren will ask questions and make statements, such as:
i. When each student is explaining their strategy, re-voicing their ideas by
making connections/naming the concepts they are describing
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ii. Asking students to think about what we call a specific strategy that a
student describes
iii. Pushing students to ask questions about WHY each strategy works and
helping students to describe why using mathematical terms
iv. Providing connections to higher level strategies
v. Reminding students how students relate the numbers to the context of the
problem
d. All solutions will be recorded on the board in a chart
e. Lauren will now bring up the 72 crackers and discuss this and go through the
above process just not as in depth, more to talk about the relationships and the
patterns
f. Lauren will end the discussion by pointing out what the strategies have in
common and how each strategy helps us make connections between
multiplication in division. Lauren will also say that each strategy is correct
because there are multiple solutions to this problem!
g. Lauren then hands out exit ticket for students to fill out.

Formative Assessment (used to inform your instruction)

During Lesson Exit Ticket

- Keep track of student work by use of - Focused on reflection of activity and

video and taking pictures of students’
whiteboards
- The whiteboards will be used for
students to represent their thinking and
solving
- Monitoring what strategies are used
during independent work to decide
partners
- Keep track of student verbal reasoning
of solution(s) through video
- Look for:
- Different strategies and
understanding of mathematical
concepts based on OGAP
framework/progression for
multiplication and division
- If students are making
connections between
multiplication and division on
their own
- If and how they are using their
what was learned, rather than an
assessment of competency
- Exit ticket will consist of four
questions for students to answer at the
end of the activity
- The following questions are adapted
from Boaler
- What made this activity
different from the math you’re
used to?
- What challenged you during
this?
- What is one thing you learned
from this activity?
- What is one question you still
have?
Lauren Schwartz Final Lesson Plan

new knowledge of factors and

multiples
- Whether they understand the
commutative property and how
to relate this idea to the context
of the problem
- Whether they see relationships
between different solutions
during our discussion and how
this relates to the relationship
between multiplication and
division

Accommodations

Accommodations for Students Who Need Accommodations for Students Who Need
More Support Additional Challenges

- Read the problem out loud during the - Challenging students with extension
introduction of the lesson questions during independent solve
- Discuss the problem during the time (“can you solve it another way?”
introduction of the lesson (have “what would happen if you did this?”
students re-voice the problem in their - Probe during the discussion to push
own words, allow time for questions) student’s thinking and use of
- Provide manipulatives and other mathematical terms
mathematical tools for students who - Provide an extension question at the
need to work through the problem end of the discussion to get students
physically thinking abstractly
- Scaffold during independent work if a
student is struggling
- Plant seeds during partner share to
help students make connections to
more advanced strategies
- Using positive motivating comments
like “find your inner superhero,” “you
are stronger than this math problem,”
“You can do this!”