If no, stop right now and try it; then come on back.
Identifying a High-Level Task That Aligns With the Goal
Your next step in planning a lesson is to select a high-level task that aligns with the learning goal. High-level or cognitively challenging mathematical tasks engage students in reasoning and problem solving and are essential in supporting students’ learning mathematics with understanding. (Smith, 16 pag.)
While placed in 6th Grade, Ratios and Proportional Relationships, don’t let that stop you from using it with your students.
If learners are stuck, intimidated, or just don’t know how to begin, what tools can and should we offer them? How many ways have we anticipated that learners may work through this task?
In other words, will we recognize what students are doing if they choose a different method, strategy, or pathway from our thinking?
[Anticipating] involves taking a close look at the task to identify the different strategies you expect students to use and to think about how you want to respond to those strategies during instruction. Anticipating helps prepare you to recognize and make sense of students’ strategies during the lesson and to be able to respond effectively. In other words, by carefully anticipating students’ responses prior to a lesson, you will be better prepared to respond to students during instruction. (Smith, 37 pag.)
What do we hope learners think, see, and produce to make their thinking visible? How might we reach more learners if we both author and illustrate mathematical thinking?
Smith, Margaret (Peg) S.. The Five Practices in Practice [Middle School] (Corwin Mathematics Series). SAGE Publications. Kindle Edition.