The Task
A rope ladder with 8 rungs that are 9 inches
apart is hanging over the side of a pool. The first
rung is 9 inches...
Mathematical Thinking
Actual-sized ladder
Used problem solving strategies
Breaking it down in steps

I asked:
“What did yo...
Mathematical Thinking
Allowed students to choose own partners..
Had 3 partner groups share their work and how
they solved ...
Problem Solving Strategies
Nang’s WorkTAG
Pedagogical Knowledge
Effective moves:
Preparing steps to break down the task, but not
showing the students until about ha...
Pedagogical Knowledge
Professional Growth
How I would change the lesson:
Have more closure
Bring it back to the question to make the context
mor...
Professional Growth
Ask more questions to students when they
shared their work
Introduce the task in a different way in or...
Questions?
How else could I introduce this task? The students
had no idea what to do when they first read it.
How would I ...
Lesson Plan 2 Final Presentation
Lesson Plan 2 Final Presentation
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Lesson Plan 2 Final Presentation

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A description and reflection of a math lesson I taught in a 4th grade classroom

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Lesson Plan 2 Final Presentation

  1. 1. The Task A rope ladder with 8 rungs that are 9 inches apart is hanging over the side of a pool. The first rung is 9 inches from the bottom of the empty pool. If we fill the pool at a rate of 1 foot per hour, how long will it take to reach the top rung of the ladder?
  2. 2. Mathematical Thinking Actual-sized ladder Used problem solving strategies Breaking it down in steps I asked: “What did you do first?” “What do you need to do next?” “Why did you choose to solve it this way?”
  3. 3. Mathematical Thinking Allowed students to choose own partners.. Had 3 partner groups share their work and how they solved the problem (each had a different strategy) Strategies were: act it out, draw a picture, write an equation, make a chart Was surprised by the work that the partner groups produced (Andrew and David)
  4. 4. Problem Solving Strategies
  5. 5. Nang’s WorkTAG
  6. 6. Pedagogical Knowledge Effective moves: Preparing steps to break down the task, but not showing the students until about half the class was ready to move on to that step/ needed it Encouraged students to make T-charts to organize info (CT gave the idea) Life-sized ladder made visualizing the problem easier/ could act it out
  7. 7. Pedagogical Knowledge
  8. 8. Professional Growth How I would change the lesson: Have more closure Bring it back to the question to make the context more real: Will the pool be filled up in time for the pool party? Instead of just: “It will take 6 hours” Allow students to make life-sized ladders on butcher paper
  9. 9. Professional Growth Ask more questions to students when they shared their work Introduce the task in a different way in order to intimidate the students less
  10. 10. Questions? How else could I introduce this task? The students had no idea what to do when they first read it. How would I make this task more “real” to the students? I thought about extending the lesson using a “not so nice” number for inches, such as it would take 1 hour to fill 14 inches, instead of 1 foot… but what other way could I extend this lesson to make it more difficult now that the concept is grasped?

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