Association of Teachers of Mathematics in Maine

Week Six: Chapter 4B Getting Started: Anticipating Students’ Responses and Monitoring their work (continued)

12 Feb 2014 4:48 AM | Anonymous member (Administrator)

Week Six:  Chapter 4B  Getting Started:  Anticipating Students’ Responses and Monitoring their work

No new reading assignment this week.  

Please continue to share your tasks, anticipated solutions and monitoring sheets in the Week Five discussion. 

The week after vacation, we can teach the lesson we have planned at the end of chapter 4 and use our monitoring sheet during the lesson as we move on to think about how we can select, sequence and connect student responses to our selected task.

This week, please give each other feedback on our draft ideas.  Perhaps you see another potential solution?  Perhaps you have a suggestion of another correct or incorrect approach a student might take with the problem?  Perhaps you can add another “look for” for our book group colleagues to think about?


(the next prompt will be posted on Feb 25 after Winter Break)

A side conversation can take place here in week 6:

Why might you want to consider both correct and incorrect approaches to a task?


  • 23 Feb 2014 12:31 PM | Deleted user
    I'm calling this task Pai Men Miyake Lunch.

    [ photo here: ]


    My goals are that:
    •Students will recognize the need for an efficient counting technique in order to solve a problem with multiple events.
    •Students will understand that the way events should be counted depends on the conditions set by the story in which they occur.
    •Students will develop operational fluency by analyzing the relationships among the sums, addends, and multiples of decimal numbers.

    Pai Men Miyake, which means "100 noodles" in Japanese, is a restaurant in Portland, Maine. To order a tei-shoku lunch, you select one item from any two of the four choice Boxes: A, B, C, and D. The cost of your lunch depends on which two Boxes you choose from.

    •How much would it cost to order one of every possible 2-Box combination if you only wanted the first item in any Box?
    •How much would it cost to order one of every possible 2-Box combination if (1) your order includes an item from Box B and (2) you want to have each of the items in any Box that you order from?
    •The lunch orders at three different tables amount to exactly $48.50 each. What could be three different lunch combinations that these tables ordered?
    •Challenge: In how many different ways is it possible to order a lunch that costs exactly $48.50?

    Details, anticipations, and questions are in our shiny new ATOMIM 5 PRACTICES PUBLIC FOLDER [here: ]

    I haven't made the monitoring sheet, but I don't have a class to teach this to. I am totally game for collaborating with anyone who would like to improve and continue the development of this task!
    Link  •  Reply
    • 03 Mar 2014 8:42 PM | Anonymous member (Administrator)
      Hi Barry. I like the task. I'm a fan of this type of food. Where is the restaurant?
      For the monitoring tool, I'd consider noting how students organized their work. What do they do to keep track of the different combinations when solving question number 1.
      I'm also curious about implementation. Do you have access to a class teacher who might be willing to try this task?
      Link  •  Reply
      • 15 Mar 2014 9:51 AM | Deleted user
        The food is really good. It's at Longfellow Square, right on the corner. I appreciate knowing your opinion of the task! I'll see if I can shop it around a bit among my SoPo colleagues.
        Link  •  Reply
  • 03 Mar 2014 8:47 PM | Anonymous member (Administrator)
    Why might I want to consider both the correct and incorrect approaches to a task? I'd want to consider incorrect approaches so that I've had think time to try to wrap my head around some faulty approaches and think about how to respond. I'd have a chance to think about guiding questions I might ask the student. If I've thought about the incorrect approaches prior to the lesson, I think I will respond more thoughtfully to the student and respond in a way that will be calm and not include giving away the mathematics of the problem but rather asking questions that help the student think more about the task and to reconsider his/her approach.
    In considering the correct approaches I can anticipate possible student responses and think about how to keep those students engaged in the problem by perhaps having a follow up question for kids to explore.
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