Professional Documents
Culture Documents
Materials
Maze Playing Boards (make 20 copies total so students can use more than one)
Pencils
Highlighters
Colored Pencils
Markers
Clipboards
Calculators
Notebook paper
Post-Its
Exit Ticket Index Cards
Blank Chart Paper
Talk Moves Anchor Chart
Classroom Arrangement & Management Issues
Launch
I will start our lesson by meeting with my students at a small group table in the
hallway outside our fifth grade classroom.
I will launch the lesson with everyone sitting around the small group table and
before dismissing students to independent work, I will point out the materials I have
for each of them to use. Here, I will explain to them that they may use any of
these materials to help them solve the task. (I intentionally want the students to
know they have access to these tools, but at the same time, I do not want to be
presumptuous by telling the students what materials they need to solve the
problem.)
Tell the following story: So, I was listening to the radio as I was walking to school today, when all
of a sudden an urgent news bulletin came on the radio! Astronomers have found a meteor
heading straight towards the Earth. However, the FBI knew that if people found out about the
meteor, they would be scared and panicked so the FBI forced the astronomers to remain quiet
about their discovery.
However, an anonymous astronomer disobeyed the FBIs warning and sent the radio station a
code which reveals the location where the huge meteorite will hit the Earth. The astronomer
needed to make sure the FBI didnt catch them sending this message to the radio station, so
they wrote the location into a puzzle.
The radio station is having a hard time decoding the puzzle and need your help,
mathematicians! Lucky for you, the puzzle includes operations you are already familiar with:
addition, subtraction, multiplication and division.
Hello mathematicians!
Question: Why are mathematicians like problem solvers?
Question: Why is problem solving important in read life?
Today, your challenge is to try to find the path that gives you the highest number
possible at the finish line of the decimal maze.
[Read the directions out loud and explain how you cannot retrace your path.]
[Model one example pathway through the maze so students understand the
directions. Ask one student to restated my directions in their own words.]
[Point to the supplies on the table.] Here are all the supplies you may use to solve
the puzzle. [Explain the potential uses of each tool, without prescribing one over
another.]
You will work independently for the next 10 min. to solve the puzzle.
[Point to the supplies on the table.] Here are all the supplies you may use to solve
the puzzle.
Plan (Continued)
Explore: 10 min.
Students begin working on the task independently.
Give the students a few minutes of uninterrupted thinking and work time before I
start going around, looking at the students work and asking follow up questions.
As I rotate around to each student, I will be looking to see what pathways each
student is choosing and I will ask them why they choose that pathway.
Potential Questions:
o What is the problem asking you? (If students need some encouragement to
start the task.)
o What path did you choose to take in the maze? Why? What decisions were
you making along the way?
o What is this called in mathematics? (If students are not using vocabulary
such as product or quotient as they are talking about their work.)
o What patterns are you noticing and why?
o Would this pattern work for other numbers? Why or why not?
o What does division mean? What does multiplication mean?
o What is important about the pattern you are noticing?
o I see that youre choosing multiplication/addition. What happens if you
choose division?
After about 10 min. have passed, I will pair up the students depending on my
observations during their independent work time.
At this time, students will have the chance to share their answers with their partner
and explain their reasoning behind their solution. In other words, students will need
to justify to their partner why they choose that specific route.
After 5 minutes of partner work, students will have 5 more minutes to work
independently. This time, the students strategies are likely to be informed by their
peer conferences.
Discuss: 15 min.
Before opening up the conversation, I will review our Talk Moves anchor chart with
the students and encourage them to use these sentence starters during our
discussion.
o So youre saying? Can you repeat what ____ just said in your own words?
o Do you agree or disagree and why? How did you reach that conclusion?
o Who would like to add on?
o Does anyone have the same answer but a different way to explain it?
o Do you see a pattern?
o Does that always work? Is that true for all cases?
o Can you think of a counterexample?
o What would happen if . . .?
Potential Questions:
o What strategies did you use to solve the puzzle when you first started?
o After trying to solve the puzzle for a while, what strategies did you use?
o Which moves had the greatest impact on increasing the magnitude of
the resulting value? Why?
o How has our thinking changed from when we started to now?
o What were the largest values everyone reached at the Finish?
After writing the answers on the chart paper, I will ask the student with the lowest
answer to explain to the group how they arrived at that answer. Then, the students
will build off each others ideas and the students will have the opportunity to revise
their thinking as they listen to each other.
Why Questions:
o Why does division by a decimal result in a larger answer?
o Why does multiplication by a decimal result in a smaller answer?
[The answer is approximately 6,332. If the longitude is 63 and the latitude is 32, then the
meteor is heading towards Santa Fe, Argentina.] Once students agree on an answer, we
will type in these coordinates into my laptop to reveal the location.
Anticipating Students Responses
1. What different strategies students are likely to use to solve the task
Students will likely use guess and check
Students will likely start by trying to use only multiplication and addition operations
in order to make the largest number possible. In other words, I predict students will
avoid the subtraction and division operations because their emerging
understanding may lead them to assume that the operation of division always
means that the quotient will get smaller when dividing.
Comment [CE6]: I
think
here
you
can
also
ask
the
why
questions.
Why
does
division
by
a
decimal
result
in
a
larger
answer?
Why
does
multiplication
by
a
decimal
result
in
a
smaller
answer?
Even
if
they
dont
have
it
completely
worked
out,
their
answers
will
give
you
very
interesting
information
about
their
developing
understanding
and
their
understanding
of
the
operations
of
multiplication
and
division.
You
could
use
money
to
help
them
make
connectionse.g.,
dividing
by
0.25
is
like
finding
out
how
many
quarters
are
in
an
amount.
I think asking why
questions will help increase the rigor of the lesson.
Even if not all the students understand the why
some students with more advanced explanations
may help inform other students.
I will be observing the students to see how they analyze the patterns and
relationships between the addition, subtraction, multiplication and division
operations.
Since the task has multiple paths from start to finish, the students will need to solve
the problem multiple times. Only after students have worked through the maze
multiple times, will they be able to begin to construct an argument about which
path leads to the greatest value. and why.
Accommodations
Too Challenging?
Change the length of the process: ask the students to start at the top and try to
find the greatest number in only three moves.
Change the numbers: instead of using decimal numbers like .87 and .6, use
decimal numbers like .25, .50, and .75 which more closely resemble quarters
because students often understand decimals as it relates to money.
Break the task up into smaller steps: Have the students write down their answer at
each vertices so that they keep track of the numbers on the paper and not in their
head or on the calculator.
Make the starting number smaller: Start with the number 10 instead of 100 so the
students are working with smaller, more familiar numbers.
Too Easy?
Ask the students to find the path that leads to the smallest number as possible.
Prove that you have found the largest path. How are you sure this path leads to the
largest number?
Ask the students to find the path that leads to the number closest to 100.
Students could change the numbers to using scientific notation or extended form.
Each student can create his or her own maze. The student can also create their
own rules (Can you move up, to the side, or only down? Is the goal to get the
greatest number?) The student then needs to make an answer key before trading
their maze with another student to solve.
Date: ______________
Decimal Maze
Move down or sideways (never up) through the maze from Start to Finish. You may not
retrace any steps.
Begin with a value of 100 on your calculator. As you cross a segment, perform the indicated
operation on your calculator.
The goal is to choose a path that results in the largest value when you reach Finish.
1.
2.
3.
4.
5.
6.
What patterns
do they notice in
the Decimal
Maze? What
assumptions are
they making?