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MATHEMATICAL PRACTICES AND THE 3-ACT TASK�GRADES 3-8: PREPARING FOR THE REVISED GSE IN MATHEMATICS

Terry Haney, Math Specialist

Northwest Georgia RESA

thaney@nwgaresa.com

256-630-8362 (CELL)

706-295-6189 (ext. 20)

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NORTHWEST RESA VIRTUAL SIGN IN�

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Please use the QR code or the link below to sign in for this session.

August 30, 2022 TRION 3-8 MATH PL SESSION 1: USING 3-ACT TASKS

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GOALS FOR OUR SESSION…

Participants will be able to…

describe the structure and purpose of a 3-Act Task.

describe explicit connections between content standards and Mathematical Practices.

choose appropriate tasks to enhance existing materials.

explain the interconnectedness of current school math expectations with current and revised GSE.

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GETTING READY FOR REVISED GSE IN MATHEMATICS

Revised GSE in math are to be implemented in the 2023-2024 school year, but we need to address some of the specific PROCESS expectations now.

Mathematical Practices (Problem Solving & Perseverance—Reasoning Abstractly—Constructing and Critiquing Arguments—Modeling—Using Tools Strategically—Attending to Precision—Looking for Structure—Patterning & Generalizing)

Mathematical Reasoning Framework (Reasoning—Evaluating—Problem Solving—Decision Making—Analyzing)

Mathematical Modeling Framework (Exploring—Gathering—Creating—Analyzing—Evaluating)

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GETTING READY FOR REVISED GSE IN MATHEMATICS

Revised GSE in math are to be implemented in the 2023-2024 school year, but we need to address some of the specific PROCESS expectations now.

Framework for Statistical Reasoning (Asking—Collecting—Analyzing—Interpreting)

Computational Strategies (Balancing Computational and Procedural Fluency—Giving Students Flexibility and Choice Among Strategies)

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GETTING READY FOR REVISED GSE IN MATHEMATICS: THE BIG IDEAS

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LET’S BEGIN WITH A…

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TRAFFIC JAM

Set Up: We need 2 groups of 4 people to demonstrate, with everyone else making observations.

Goal: The goal of Traffic Jam is for people to move so that their order is preserved on opposite sides.

Start Order: A B C D _ 1 2 3 4

Final Order: 1 2 3 4 _ A B C D

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TRAFFIC JAM DIRECTIONS

You cannot move backwards.
A person can only move forward one space to the adjacent, empty space or “jump” over a member of the other team to an empty space.
A person cannot “jump over” his/her own team mate.
Only one person can move at a time.

One spot per person, no sharing spaces.
If any of these rules are broken, the group must begin again.
Start Order:

A B C D _ 1 2 3 4

End Order:

1 2 3 4 _ A B C D

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TRAFFIC JAM SCAFFOLDING AND EXTENSION

Use the snap cubes to recreate the Traffic Jam and search for a solution.
Consider simpler versions of the Traffic Jam problem to identify the pattern.
Write out a description of your solution or solution attempts.
Write a numerical and/or algebraic description of the total number of ”moves” based on the number of people. You may want to use an input/output table (T-chart).

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TRAFFIC JAM: A SOLUTION

Watch the following video clip for a solution to the traffic jam problem.

https://www.youtube.com/watch?v=74FERM9_Xmw

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TRAFFIC JAM--JOURNALING…

Answer at least 3 of the following questions based on your experience in the Traffic Jam activity:

Where is the mathematics in this activity?
Which of the Mathematical Practices are evident in this activity?
How might you use this activity with your students?
How does this activity relate to student challenges in the classroom?
How does the activity relate to teacher challenges in the classroom?
What are any other “take-aways” from this activity?

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STANDARDS FOR MATHEMATICAL PRACTICE (HANDOUT)

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CONNECTING THE DOTS…

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LEADING PLANNING AND INSTRUCTION WITH THE PROCESS STANDARDS…

Mathematical Practices (Math)
Science and Engineering Practices and Cross-Cutting Concepts (Science)
Anchor Standards for Literacy (ELA and all other subjects)
Information Processing Skills (Social Studies)
Foundational Skills/Employability Skills/Soft Skills (CTAE/Connections)

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DEFINITION…

A Three-Act Task is a mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Information excerpted and modified from San Francisco Unified School District Mathematics Department Website

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WHY WOULD I USE 3-ACT TASKS?

provide an engaging context for the use of mathematics and the development of mathematical understanding
create low barriers to entry, allowing the teacher to scaffold as necessary (low floor/high ceiling)
provide an opportunity for estimation and reasonableness
provide opportunities to read, write, and talk about mathematics
provide opportunities for oral and written reflection
access and use prior knowledge to build new knowledge
encourage multiple approaches
create situations which require students to engage in mathematical modeling
build relational understandings among mathematics concepts
shift student ideas about justification of thinking and answers

Information excerpted and modified from San Francisco Unified School District Mathematics Department Website

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HOW DO I USE 3-ACT TASKS?

ACT 1: Engage and Perplex.

In Act 1, the teacher may share an image, brief video clip, or a question/situation that is engaging and perplexing. Act 1 typically contains little or no numerical information.
Students discuss/write what they notice and wonder. They generate questions to ask about the situation.
Students decide on a question to answer and make estimates about the likely solution.

Information excerpted and modified from San Francisco Unified School District Mathematics Department Website

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HOW DO I USE 3-ACT TASKS?

ACT 2: Seek Information and Solutions.

In Act 2, students work on finding and documenting solutions to their problems. Solutions may include a combination of written explanations and computations.
Students use information they have and ask for more information as needed.
The teacher supplies more information as requested by students. (Teacher provides just-in-time information vs. just-in-case information.)
Students may edit and revise their work and may possibly revise their question(s) along the way.

Information excerpted and modified from San Francisco Unified School District Mathematics Department Website

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HOW DO I USE 3-ACT TASKS?

ACT 3: Reveal, Discuss, Extend.

In Act 3, students share their work, their thinking, and their solutions.
The teacher may reveal a solution, and the discussion that ensues may take many directions:

Students compare/contrast their solutions to each others and to the reveal.
Students compare/contrast their solutions to their estimates.
Students discuss the assumptions that were made in the work.
Students generate other questions they could pursue next.
The teacher helps students connect their work to the core math of the task and to the Mathematical Practices.

Information excerpted and modified from San Francisco Unified School District Mathematics Department Website

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A SAMPLE TASK…

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3-ACT TASK: KRISPY KREME ME

https://gfletchy.com/krispy-kreme-me/

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3-ACT TASK: KRISPY KREME ME ACT 1

As you view the next slide, use the graphic organizer to record observations (see and think)

and

questions (wonder).

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3-ACT TASK: KRISPY KREME ME ACT 1

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3-ACT TASK: KRISPY KREME ME ACT 1

Based on our observations, what question(s) do you think we are going to attempt to answer?

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