Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

There were several topics that we considered investigating through the Lesson Study Process, but ultimately chose to take a close look at the Distributive Property. Through our study of the Common Core Standards for Mathematics we became aware that this concept is formally introduce at the fourth grade level, but has deep undertones in the third grade. What was once a property that we had to recognize was now a property with a lot of depth. By doing this lesson study we attempted to investigate how 7th graders tackled the Distributive Property within a normal class period. We wanted to emphasize student questioning of peers and the teacher. So, we used some specific strategies and techniques to try to entice students to take part. We began by developing an overarching goal which stated: We would like our students to demonstrate critical thinking by asking questions (of the teachers and peers), constructing viable arguments, and critiquing the reasoning of others while persevering in solving math problems. We used a problem 3.1 out of the book Accentuate the Negative from the Connected Mathematics Project as a base lesson. (Refer to Appendix A at the end of the report). I say base lesson because we took that lesson and made some minor changes knowing that these students had used this book earlier this year. We planned on focusing on three things mathematically, first how students decomposed numbers using an area model. As a second focus, we wanted to see if they would be able to write an equation from the area model. Third, if given an equation would they be able to draw an area model. We thought that this lesson would be ideal for student interaction and would address our other goals as well. As a result of the lesson we hoped that our students would be able to create an area model that represents numbers that have been decomposed using the Distributive Property. We hope that in the long term our students would see that large numbers are easier to multiply if they are decomposed. This lesson was taught in two classes at the same school. This school houses three grade levels, 6th, 7th and 8th. There are roughly 600-700 students attending the school. The school has been labeled as a Title 1 school, meaning we have a significant amount of students at low socioeconomic status. The school has been set up in a tracking style, in which students are grouped and scheduled for certain classes based on ability. Math is a core subject offered at the students grade level or at the next higher level. Students are chosen for this based on state and district test scores. Then there are mandatory electives, Math Skills, and Intervention classes for those who score at below proficient levels, beginning step or nearing proficient. The students that are in the Intervention classes are no more that 10% below proficient based on state and district test scores. These students are 7th graders, most coming from the 6th grade Skills class, which means that they have made improvement, but not enough. They have been told that they can test out of the class and receive their regular elective class in its place as motivation, but for most, this seems like a goal that is far beyond their reach. The first class in which our studied lesson was implemented, is mostly English speaking. They tend to grab on to math ideas quickly, but then I notice it gets jumbled. Some are significantly close to being proficient, one or two points away, while others are really struggling. This class has many students that are displaying behavior problems in other class, because of this many times they are in In-School suspension and do not come to class. This is one of the higher functioning classes in the intervention track. The second class is mostly Spanish speaking. They also grab on to math ideas quickly. I dont see the language being a barrier in this class. These students tend to be very motivated to learn and explain. This class has several students that have been flagged as having absentee

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

issues. Due to the absenteeism and the language, this class scores significantly lower than the other on state and district tests. The majority of students want to comply with the instructions and they have a desire to succeed. The biggest obstacle students face is the method and procedures used to present the lesson to the class, groups, or individuals. This was made evident in the lesson study process. There was a recognizable difference in understanding of vocabulary and performance on the exit e 65 ticket by making simple improvements to the wording, procedures, and the presentation of the lesson. Students have been exploring the concept of order of operations prior to the lesson on the Distributive Property. In previous lessons, students determined the use of order of operations to establish solutions for a large sequence of computations. In this lesson study, students were given two contexts to help them comprehend or make sense of the Distributive Property. u learned in Question A.kinds Writeof two different expressions The first problems were contextualized problems, where students developed an equation from an rea of each rectangle. Tell which uses fewer operations. area model. Students are encouraged to explore expressing an equation from a real life sports situation.2.For the second type of problems, students were given an expression and were to make 4 representing the expression. Although the two kinds of problems are very closely an area model related we decided to split the two types of problems into two different lessons. The biggest misconception students revealed was that they were composing instead of 8 decomposing. Students wanted to combine the decomposed side lengths to form a multiplication problem with the joined side lengths. Example:
7 3 7

4.
17 4

5 17 4

students composed the side lengths to get the ectangle whoseMany area can be represented by 7 3 (11 + 9).

other expression for+ the of the rectangle inand part (1). x 17 2 xarea 4 = 105. By covering redirecting to

equation: 5 x 21 = 105 instead of 3 x 17 + 3 x 4 + 2

decomposing lengths) students were reassured to other expression for the areaside of the rectangle in part (3). break down the numbers instead of combining, or composing them. wn length in each rectangle is represented by aare variable x. to the Distributive Property with addition through In the lesson study, students introduced finding equations for areas of rectangles with decomposed side lengths. The Distributive expression to represent Property is enormously influential to students success in algebra. It is crucial for students to of the rectangle. gain a strong 8 foundation in the Distributive Property. In order to ensure that students gained the mathematical understandings, we developed Criteria for Success for students. The idea is to provide students with the expected outcomes so that they are aware of their goal. The Criteria x for Success and the Learning Target were posted on the board as a guide for the students, but also for the teacher. We frequently used the Learning Target and Criteria for Success to redirect o different expressions theof area of each language. The Criteria for Success stated that students students to or represent remind them mathematical below. would be able to create an area model that represents numbers that have been decomposed, and they would write an expression that represents a given area model. Being able to interpret a b. compose model and an equation that correctly represents the example will benefit students later 1.5 in their math livelihoods. x 5
x

ectangle whosethe area can be represented by will model the Learning Target (Students Distributive Property with areas of rectangles by 3 (3 + 4).

Student'Work'Sample'1'

sing part(s) to make each sentence true.

+ 4) = (12 3 7) + (12 3 4)

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

Developing a conceptual understanding of the Distributive Property was much more complicated then we all initially believed. Using an area model representation for multiplication is something that students have been exposed to, so we thought it the logical choice as a representation of the Distributive Property. We found that students naturally want to compose (add together) the side length measurements, rather than decompose the side length measurements (See Student Work Sample 1). They also continued to look at the expressions and the area model representation as two different components (See Student Work Sample 2). This example comes from the exit ticket we offered students. They were asked to check if the expression was a correct representation of the area model. This shows that this student was checking for the correctness of the expression, and that they knew about the decomposition of the side lengths, but was unable to correlate this knowledge to the areas that were shown in the area model. Only a few of the students made the connection that both the expression and the area model could represent the same mathematical idea. A few of the students that were able to make a connection between the area model representation and the expression, found it difficult to write the expression because they were unsure of the structure (See Student Student'Work'Sample'2' Work Sample 3). We were glad however that some of the students were able to fulfill the intended outcome after our lesson (See Student Sample 4). We were more happy however at the amount of learning that we experienced due to those students who had misconceptions. We learned the importance of language and its usage for instruction. We had to be sure of the differences between composing and decomposing side lengths. We knew that both of these methods could be used to arrive at the correct answer and that both answers would be the same, so we had to be sure to look for more than just a correct answer. Structure was important. Though we know that 5 x 21 is equal to (3x17) + (3x4) + (2x17) + (2x4), which is also equal to 3(17 + 4) + 2(17 + 4), we had to keep in mind that this lesson was for the development of the Distributive Student'Work'Sample'3' Property, so we had to make sure that we were pushing for the structure of an expression that best used the

Student'Work'Sample'4'

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

Distributive Property. We also learned a real-world application for the Distributive Property. We were all instructed in a manner where we memorized rules and followed processes because were told to. By going through this process we were better able to understand and teach this concept because there was an applicable reason for knowing. To build student understanding regarding the Distributive Property, we facilitated a studentcentered, standards-based learning environment in which students were grouped in collaborative pods of three or four. The learning target, criteria for success, and math practice #3, were introduced with an emphasis on math vocabulary (area model, decomposing and Distributive Property). The lesson began with a launch in which student engagement was elicited (the hook) through the posing of a question and through real-world math situations students could relate to. Throughout the lesson, the teacher formatively assessed student learning by monitoring collaborative conversations, through strategic questioning, student share-out, exit ticket and series of launch, explore, and summarize cycles. In addition, students utilized one another as learning resources through student-to-student questioning facilitated by the provision and modeling of Bloom's Taxonomy question cubes (See Appendix B). From the first to the second lesson, we removed order of operations bell-work problems because "solving within parenthesis first" encouraged students to compose numbers rather than decompose numbers for the Distributive Property. In addition, we decided to give all students the same exit ticket, rather than in the first lesson where each student received one of two different exit tickets. We implemented this change because each exit ticket measured something different and therefore, we could only assess half the class' learning per measured criteria. Posting, introducing, and referring back to the learning target, criteria for success, math practice #3, and math vocabulary was implemented during the second lesson to set and monitor the learning focus and solidify understanding. Lastly, during the second lesson, we solicited more student share out to increase student engagement by allowing them to participate in their own learning and to clarify misconceptions in a whole-group setting. We engaged students' interest and attention to learning by facilitating and soliciting active participation and creating a student-centered learning environment in which students were exploring, creating, sharing their mathematical thinking, creating viable arguments and critiquing the reasoning of others, taking notice of repeated patterns, questioning, presenting, connecting to real-world scenarios, and formative assessment / progress monitoring. Communication and collaboration were facilitated during the lesson through cooperative grouping allowing students to collaborate; the questioning cube prompted student-to-student strategic questioning as well as teacher-to-student strategic questioning; facilitation of student share out also contributed to communication and collaboration. During the lesson, we assessed what students knew and understood by monitoring student group conversations, observing whole-group conversations during student share out, and by analyzing exit tickets. We provided closure by whole group conversation and reflection and eventually, the implementation of an exit ticket. As a result of this lesson study specific to the Distributive Property, we learned that providing a standards-based learning environment facilitates and deepens student learning in that it promotes equity among students. In addition, observing student-learning in both real-time and in reflection for the purpose of monitoring and adjusting instruction is crucial to student achievement. In collaborating with teachers in planning and reflection, we analyzed student work and shared notes regarding teacher moves and student understanding. This resulted in the implementation of professional development, the improvement of instructional strategies, and increased student achievement.

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

APPENDIX A STUDENT PROBLEMS In this problem, you will find the areas of rectangles and decomposed rectangles. Then you will write number sentences, or expressions, that represent these areas.

' '

'

' ' ' ' ' '

'

1.#

2.#
''''''''''''''''''''''''''''''''''''''''''''' '

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

APPENDIX B QUESTION CUBE

Seventh'Grade'Lesson'Study'Report' By:'Cynthia'Bond,'Sylvia'Herrera,'Abram'Sanchez,'and'Esmeralda'Sanxter'

APPENDIX C EXIT TICKET

III. Description of the Research Lesson Standard 7.EE.4a Launch: 15 min.

1. Building a context for the lesson (Connecting to meaningful things or previous lesson): 5min Learning target reviewed with students along with a mathematical practice: Learning target (post on board)-Students will model distributive property with areas of rectangles by decomposing side
lengths. (Math Practice 3 & questioning) Criteria for success (post on board): Create an area model that represents numbers that have been decomposed.

2.

Laying the framework for the learning experience (Introduce research lesson to students): 10 mins

Essential Vocabulary Distributive property Area Expression Equivalent Order of operations Factors vs. factoring Decompose

(3 mins)-Launch the lesson using area models A1 & A2 from appendix A. Grab attention from students describing the area model as a sports field. Teacher will model writing the area inside the rectangular field. Teacher will then model mathematical questioning utilizing Bloom s Cube and asking questions to the students from the cube (Apendix A) -Teacher will then say "The questions I asked you will be the same type of questions you ask your group members while problem solving today." (7 mins)Students will work in their groups on A2 on their own. Teacher will go around and check for understanding as well as checking for question cube usage. At this time as well, the teacher is looking for an example paper to show under the document camera that shows representation of the area of each section of the field. During the share-out teacher will focus on writing the number sentence in the form of (w1+w2)x (l) or vice versa Teacher will tie in that the areas for A1 and A2 are the same then teacher says "Not only does using the Distributive Property make it easier to multiply larger numbers, but it also shows the area of the two sections."

Possible Student Questions or Misconceptions

Possible Teacher Questions/ Strategies/ Responses

What do students need to know/be doing to successfully engage in this part of the lesson?

Observed Lesson Data

Breaking up the field/ there are many different possibilities Leaving out factors when multiplying to find the area Trouble multiplying Lining up the place value correctly when multiplying Not squaring the numbers correctly (warmup) Procedural questions about how to use the cubes Students will write30x120+20 x120

Model by the teacher

Relate to addends to the lengths of the sides of the rectangles Are you finding the area of the whole field/ quadrilateral? Connect it to prior knowledge Break it down further How do we find the area of a quadrilateral? Simplify the numbers [3(12)+ 2(12)] What is the place value of the number (factor) you are multiplying Written procedure of use of question cube. Teacher will demonstrate that 120(30+20) is the same. And emphasize the need for the parenthesis.

Communication Asking viable questions of their peer group Multiplying / dividing Using area model to represent a way to multiply with smaller numbers Decomposing a larger numbers to two addenda Meaning of expression, decompose, and area for recall. Process for finding the area.

Explore: Engaging students with concepts (Exploring, Investigating, Problem Solving): 30min (including 10 min. for share. outs)
Students will work in groups of 3 or 4 and will utilize each other as learning resources through collaboration where they will decontextualize and contextualize and look for patterns and structures, while utilizing their Bloom s Cube to ask viable questions to deepen their understanding. Teacher will monitor groups for student understanding and will also model strategic questioning from the question cube. Student will work on B1for (10 min), students should have equivalent expressions written down as well as documentation and reflection on questions from the blooms cube. Teacher looks for examples that show areas written in the different sections of the rectangle, and equivalent expression for the share out. During the share out (10 mins) the teacher will show two examples of expressions and ask students if they are equivalent. Then release students for B2. Students will have 10 mins to work on B2. Teacher is circulating to check. For understanding and correct any misconceptions by using strategic questioning from the question cube. Teacher is looking for different expressions that represent the area model. If the students have 5x21 as an expression, the teacher will redirect to use decomposed numbers. Transition into the summary and exit ticket.

Possible Student Questions or Misconceptions

Possible Teacher Questions/ Strategies/ Responses

What do students need to know/be doing to successfully engage in this part of the lesson?

Observed Lesson Data

Only multiplying with one term Not using the parenthesis Aren't we supposed to do the parenthesis first?(referring back to order of operations) The rectangle does not represent the expressions in C3 and C4 Determining the addends? Which numbers go in or out of the parenthesis? Calling them factors rather than addends

What happens when you solve the parenthesis first? What happens when you don't? Put the product in each of the rectangles Refer to model and finding area What are the dimensions of the needed rectangle? How do you show that one side has been decomposed or split up into addends?

Students will need to know how to write the expression. Math practice number 7) Students will need to know how to transfer knowledge from concrete to abstract, and also from abstract to concrete. Questioning each other Justifying their answers Communicate

Sharing ideas/solutions (Whole group, small group, written): Connections were made during the share outs of the explorations of B1 and B2.

Possible Student Questions or Misconceptions

Possible Teacher Questions/ Strategies/ Responses

What do students need to know/be doing to successfully engage in this part of the lesson?

Observed Lesson Data

Students may not realize that you

can compute the area of the whole rectangle or you can compute the areas of all the sections and add them together. Students may not recognize that values can be broken down into smaller numbers many different ways.

What do these problems show us about computing the area of rectangles? What do you notice between the product of length and the width and the sum of the products of the of the smaller sections? Can you have different dimensions for the same problem and get the same answer? Give evidence.

Students need to be able to make sense of Distributive Property Distributive Property has a specific structure/pattern Distributive Property can make computation easier Distributive Property can help with understanding/interpretation of situations in different contexts Communicate Question Justify

Summarizing (Gathering Evidence How will you know students met the learning goal?): 10 min
During the summary (5 mins) teacher will select two of the previous choice examples to have the students share their thinking under the document camera. Teacher will ask "What are the similarities between the expressions for B1 and B2?" Emphasize examples demonstrating the Distributive Property. Teacher hands out a completed area model (exit ticket), and instructs the students to write an appropriate expression from the given model. (Appendix C) Teacher collects completed exit tickets from the students and analyzes the results to tailor the next day s lesson.

Possible Student Questions or Misconceptions

Possible Teacher Questions/ Strategies/ Responses

What do students need to know/be doing to successfully engage in this part of the lesson?

Observed Lesson Data

Knowing that it is incorrect and not being able to point out why Unable to critique the work of others Not using the academic language Adding and not multiplying or vis versa Not noticing that factors instead of addends

Refer back to some of the work we have done to help justify Re work the problem and find the differences What did this person do wrong or right and how do you know? What is your evidence? Can you say that in a different way with math words?

Students need to be able to conceptualize Distributive Property through the utilization of area models Communicate Question Justify Critique Reflect Prove Reason

MC2
Grade Level:7th Instructor: open Class Time: 2nd pd and 6th

LIFT Research Lesson Template

Date: 4-11 # of Students: 14 Class Type (check one): Intervention bilingual/ESL Location: Picacho MS, 25A

Context: (Describe social/ cultural context of school) Title I school, ELL program, graded a B, mostly Hispanic " I. Goals: A. Overarching Goal: (What kind of people do you want your students to be?) We would like our students to demonstrate critical thinking by asking questions(of the teacher and peers), constructing viable arguments, and critiquing the reasoning of others while persevering in solving math problems that will develop their understanding of the distributive property. ! B.Mathematics Process Goal: (What kind of mathematical thinkers do you want your students to be?)

We would like our students to use mathematics language specific to the content to construct viable arguments and critique the reasoning of others (Mathematical Practice 3).

C.Math Content Goals: (What are your math goals for your students as a result of doing this unit?)
Model the distributive property with area of rectangles that have edges subdivided. Develop and use the distributive property of multiplication over addition.

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Modified from MathStar Research Lesson Template Work in Progress (1/21/2011) !1

D.Research Lesson Goal: (How does this research lesson fit with the other goals? What do you want to learn about your students from this research lesson?).

This fits with our other goals because we have incorporated student questioning strategies and are focusing on distributive property. We will focus on math practice number three to have the students critique the reasoning of others. We want them to learn to question each other, and the math content at the same time

II. Description of math content learning goal: (1 to 2 sentences) A. Sample mathematical mapping template of your lesson

Students will model distributive property with areas of rectangles by decomposing side lengths and use Math Practice 3 when sharing ideas.
(Idea influenced by the work of Liping Ma):

Lesson Strand Equations and expressions

Order of operations

Prerequisite Knowledge needed to access the learning focus

Lesson Focus Distributive property

Student questioning

Be familiar with area models and multiplication

Familiar with writing expressions/number sentence

Classroom norms and familiarity with the math practices

B. What evidence will you collect to assess students learning of the target? Exit ticket One of the observers will be keeping tallies of how many times the students are using viable questioning of each other.

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Modified from MathStar Research Lesson Template Work in Progress (1/21/2011) !2