*Adapted Thinking Through a Lesson Protocol Planning Template 

Grade: 2nd Name: Nina Musurlian Date: 4/20/21 

Standard: 2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 
 
A. Getting Started 
1. Learning Goals Students’ understanding from this lesson  2(a). Essential Question(s) For the standard/ for the unit 
   
LT:   - Unit: How do we understand shapes and their 
● I can draw rows and columns of equal size in a  attributes? 
rectangle to partition it.  - Standard: How can we partition a rectangle into 
  equal parts? 
   
LO:  (b) Prior Knowledge Students draw upon for this learning 
● Students will be able to demonstrate their knowledge  - Facts, doubles 
of partitioning a rectangle into rows and columns of  - Drawing arrangements of base-ten blocks, counting 
same-size squares by using task cards and a recording  the total number of blocks 
worksheet to draw rows and columns of equal size in  - Spatial thinking 
various rectangles to partition it.  - This is the first time students will be working with a 
geometry standard, but they would have been 
exposed to geometrical shapes prior to this in 
everyday life (stop signs, triangular piece of pizza, 
cereal boxes, etc).  
3. Evidence Describe what students will say, do, or produce  4. Learning Activity Specifically describe the main activity 
 
  -Students will work with their math partners (determined by 
Students will be able to accurately partition a rectangle into  the teacher) and will be tasked with drawing their own 
rows and columns of same-size squares and demonstrate the  rectangles and partitioning them into equal squares (This 
ability to find the total number of them on at least at least 3  activity is based on the Pictorial phase. For students in the 
out of the 4 task cards in order to indicate successful mastery  Concrete phase, they will have foldable rectangle figures or 
of the standard.   small manipulative foam squares to create rectangles 
  composed of equal squares). 
  - Then, they will move on to more abstract thinking to solve 
  various task cards in relation to partitioning rectangles into 
equal squares and counting to find the total number of them. 
They will record their answers on their recording sheet.   
5(a) Hook  6. Instructional Tools, Resources, Materials, Technology 
  For entry to and support through their learning; include differentiation. 
-Activate prior knowledge - What are rectangles? What does it   
mean to partition a shape?  -Task cards: 
-Teacher will put a picture of a rectangle underneath the  https://drive.google.com/file/d/11Pg4WHpI0Hwjt6s3_UdB
ELMO document camera  ppAbyvlh8E5i/view?usp=sharing 
-Teacher will set the scene: “The pizza chef made a rectangular  - Retrieved from: 
shaped pizza for his customers for dinner. He needs to figure out how  https://www.teacherspayteachers.com/Product/Partitioning-
many pieces he can make by cutting the pizza. Each piece needs to be  Rectangles-FREEBIE-2GA2-2481585?st=074a276368c7df6c
this big” (teacher holds up a place value ones block or a tile)  786dd2fd4f078b74 
-Think, Pair, Share: How can I determine how many pieces of  -Manipulative foam shapes (squares) 
pizza I have using these materials?   -Paper 
-After students share with their partner, students share their  -Pencils 
ideas with the whole class.   Content: Visual models (pictorial) and manipulative cubes 
-Teacher may arrange the cubes inside the shape under the  (concrete) incorporated into the learning activity to benefit 
doc camera (or could have students trace the cubes)  students who need those supports. The Learnzillion video can 
-Reinforce concept with Learnzillion video:  have bilingual captions and is differentiated because it is 
https://learnzillion.com/lesson_plans/5598-partition-rectang another way for the students to learn the content. For 
les-into-same-sized-squares-by-creating-columns-and-rows/  students who prefer working online, they will have the option 
* Adapted by Dr. Maria Franshaw, IPED, UW-Parkside, April 2021. Based on Smith, M., Bill, V., & Hughes, E. (2008). “Thinking through a Lesson Protocol: A Key for Successfully Implementing High-Level
Tasks.” Mathematics Teaching in the Middle School 14(3), 132–38.
  to access an online version of the task cards. In addition, 
(b) Launching the Learning Activity Without diminishing the  there will be an early finisher activity for above grade level 
cognitive demand, how will you ensure students understand and can  students. 
independently begin the learning activity?  Process: C->P->A model. For students still in the concrete 
  phase of the CPA model, they will have foam squares to 
- The teacher will explain that now that we have  manipulate on the drawn rectangle to help them visualize 
activated our prior knowledge of partitioning shapes,  their partitioning. In addition, adapted task cards will be made 
we will be partitioning rectangles in pairs of two  for ELLs and students with developmental disabilities in 
using task cards.  order for them to be able to make meaning from their 
  learning. Each student will have a separate worksheet for their 
- Working in partners, students will have 4 task cards  rectangle drawings and to record their answers separate from 
with the task at hand written on them. Students will  their task cards. 
draw rectangles and partition them based on what the   
card asks, and then even further they would count  Product: Building and drawing will lead to students 
the amount of squares in each rectangle. For  answering fewer task cards. Advanced students will count the 
advanced students, they could even make a fraction  amount of squares in each rectangle so they will have 
sentence based on their drawing (but this will be the  additional work on their recording sheet.  
focus of a separate lesson further along in the unit).    
  Environment: The environment will be inclusive for all 
students at all developmental stages and levels. Students will 
have the option to work at the teacher table (conferring), as 
well as flexible seating will be available around the room for 
students who prefer working in other places besides their 
desks. The I-can statements will be on the board and spoken 
aloud by the teacher and the students at the start of the 
lesson, and students will have the option to work 
independently if they choose, etc. (This option would be 
geared towards advanced students who need a challenge) 
B. Anticipating Solutions and Instructional Supports 
7. Solutions Various ways students may complete the activity  8. Instructional Supports What questions can you ask to 
  support exploration? a bridge between striving students’ work 
(a) Complete and Correct  and the planned learning? extend learning? 
   
(a) Assessing 
 
Potential prompts/questions to assess and extend 
learning for complete and correct solutions: 
● “Would you still have the same amount of squares if 
you were to switch the amount of rows and columns 
around or no?” 
○ “How does this concept relate to 
multiplication? Addition?” 
Potential prompts/questions to assess and extend 
learning for incomplete solutions: 
● “How did you know how to partition the rectangle 
into rows and columns? Can you show me how you 
did that?” 
● “What do you think would happen if you were to 
take away a row or a column? Would you still have 
the same amount of squares?” 
 
  Potential prompts/questions to assess and extend 
  learning for incorrect solutions: 
  ● “Can you explain to me what the difference between 
  rows and columns are? Why is this important for us 
  to know?” 
* Adapted by Dr. Maria Franshaw, IPED, UW-Parkside, April 2021. Based on Smith, M., Bill, V., & Hughes, E. (2008). “Thinking through a Lesson Protocol: A Key for Successfully Implementing High-Level
Tasks.” Mathematics Teaching in the Middle School 14(3), 132–38.
(b) Incomplete  (b) Advancing 
● For advanced students, in addition to counting their 
squares they could be tasked with making a fraction 
sentence based on their findings and their drawing 
overall (but this will be the focus of a separate lesson 
further along in the unit).  
○ Could you make a fraction sentence based 
on your drawing/your partition? 
■ What would it be and explain how 
you know this.  
● The main focus of the lesson is to simply partition 
the rectangles (half of the standard). Even though the 
task cards ask for students to count the amount of 
squares in each rectangle, that would be a more 
advanced task and something that we would cover in 
the following lessons (maybe the following week).  
○ For advanced students: “Can you count the 
amount of squares in your rectangle?” 
○ “What does this information tell us?” 
   
(c) Incorrect   

 
9. Misconceptions and errors 
 
There are many possible misconceptions and errors that 
could come about from this activity.  
First, students will need to be well aware of the differences 
between rows and columns. In line with this, the biggest 
errors I would expect as a result of this activity is that 
students may switch the rows and columns around based on 
their misconceptions and therefore would partition their 
rectangle incorrectly (even though they would have the same 
amount of squares). In addition, students may accidentally 
leave off a row or column when partitioning their rectangles, 
or even accidentally use two fact family numbers when 
partitioning instead of the number being asked (Last box in 
the incomplete section).  
 
 
 
* Adapted by Dr. Maria Franshaw, IPED, UW-Parkside, April 2021. Based on Smith, M., Bill, V., & Hughes, E. (2008). “Thinking through a Lesson Protocol: A Key for Successfully Implementing High-Level
Tasks.” Mathematics Teaching in the Middle School 14(3), 132–38.
C. Sharing Learning and Discussing the Learning Activity 
11. Selecting Student Work to Share Which do you want  12. Sequencing Student Work to Share In what order 
students to share?  should students share their work? 
 
I would select three pieces of student work as students were  Sequence: 
working independently. I would select two of the correct  1. Student (i): Correct solution #1 - Divided rectangle 
solutions and one incorrect solution from 9(a) above in order  into 5 rows and 3 columns; 15 squares 
to show students what to look out for since a lot of students   
could be making the same mistake.   2. Student (ii): Incorrect solution #3 - 4 columns and 
  6 rows instead of what its asking for; its inverse. 
I would say, “This is a great example of what I’m looking for.”  Move into student (iii) work to explain the correct 
or “Can we share this with the whole class in a little bit?” I  solution.  
would want to make sure that students were comfortable with   
me sharing their work beforehand so as to not discourage a  3. Student (iii): Correct solution #3 - Divided the 
student.   rectangle into 4 rows and 6 columns. Bring (ii) and 
  (iii) together by pointing out both of their work.  

13. Questions to Connect Student Responses Specific questions you will ask students to  
(a) make sense of the mathematical ideas and  
 
Student (i): “Will you share with us your thinking - Based on what you knew already, how did you know which direction the 
rows went, and which direction the columns went?” (other than this, no questions - students can ask questions) 
This leads into the “incorrect” solution (Student who did the inverse of what was asked) 
 
Student (ii): “Will you share with us your thinking - how did you know which direction the rows went, and which direction the 
columns went? How did you check your work?” 
 
Student (iii): Invite (ii) up to join (iii). “You each have the same amount of squares, but your partitioning looks different, how is 
that possible?. What did you two do differently? Are you both correct? Why or why not?” I would invite students to share their 
input.  
 
(b) make connections among the various strategies/ solutions students present 
 
● How is what you did different from what ___________ did? How do you know? 

● How is what you did the same as what ___________ did? How do you know? 

● How is it possible that you and ___________ had the same answer but used different strategies? 

14, Next Steps   

(a) Continued Practice  (b) Summative Assessment Plan 
● Striving students: will continue to use place value   
ones blocks to divide shapes into rows and columns  Students’ mastery of the standard and the learning target and 
until they can move into the next phase of the CPA  learning objective will be assessed at the end of the unit in the 
model. They will have to write down the number of  form of a test/ assessment on the geometry unit. Specific to 
rows and columns by counting off each line in their  the contents of this lesson, within a portion of the test 
partitioned shape, and count each of the squares as  students will be tasked with accurately partitioning a rectangle 
well to conceptualize their thinking.  and then counting the amount of equal squares within the 
● Students approaching mastery: will have the  rectangle.  
option to use place value ones blocks to divide their 
shape, but will be expected to partition their shape 
with only their pencil. Like the striving students, 
They will have to write down the number of rows 

* Adapted by Dr. Maria Franshaw, IPED, UW-Parkside, April 2021. Based on Smith, M., Bill, V., & Hughes, E. (2008). “Thinking through a Lesson Protocol: A Key for Successfully Implementing High-Level
Tasks.” Mathematics Teaching in the Middle School 14(3), 132–38.
 and columns and count each of the squares as well to 
conceptualize their thinking. 
● Students demonstrating mastery: To extend for 
students demonstrating mastery, they will continue to 
use their pencils to partition without the use of the 
manipulatives. They may not need to write down the 
number of rows and columns any longer (their 
partitioned shape will be evidence of this). They will 
also begin working with the next standard in the unit, 
2.G.A.3 - partitioning circles and describe the shares 
using the words halves, thirds, half of, a third of, etc., 
and describe the whole as two halves, three thirds, four 
fourths. Recognize that equal shares of identical wholes 
need not have the same shape 
(https://achievethecore.org/coherence-map/2/6/47/4
8) 
 

* Adapted by Dr. Maria Franshaw, IPED, UW-Parkside, April 2021. Based on Smith, M., Bill, V., & Hughes, E. (2008). “Thinking through a Lesson Protocol: A Key for Successfully Implementing High-Level
Tasks.” Mathematics Teaching in the Middle School 14(3), 132–38.