##### Ontario Alignment By Overall Expectation

## More #Canada150Math Challenge 3 Act Fun!

We are cruising through week 2 of the #Canada150Math Challenge and I was inspired by @NatashaMFolino to create the visuals for this task when she shared the following tweet on the #Canada150Math hashtag:

Ok @PiusSchool @SudburyCDSB @Canada150Math…what is your thinking…#mathsudburycatholic #facilitatorscdsb #canada150math pic.twitter.com/dc42tFtjMp

— Natasha Folino (@NatashaMFolino) June 2, 2017

For those who aren’t aware, the Giant Rubber Duck will be making a visit to Toronto and five other towns in Ontario for Canada’s 150th Birthday during the summer. There are some articles here, here and here that might inspire other questions for you to use in your classroom.

We will be continuing the challenge all month long, so be sure to check them all out here.

## Act 1: Introduce the Task

### #Canada150Math Challenge for Wednesday June 7th

Show students the act 1 video.

Then ask students to do a rapid write of what they notice and what they wonder. Alternatively, you might have students simply chat this out with their neighbours.

Then, show this video outlining an image to scale comparing the Giant Rubber Duck and the CN Tower.

From the video, students are challenged to predict:

How many Giant Rubber Ducks tall is the CN Tower?

Then, I ask them to **make a prediction** based only on their spatial reasoning from the visual and intuition.

Once students have been given some time to think independently and then discuss with neighbours, we will share out to the group and jot down some predictions.

## Act 2: Reveal Some Information

After students have stated predictions and their reasoning, I’ll show students some more information gradually.

Depending on the readiness of your group, you might consider showing this image which reveals the height of one duck and the height of the CN Tower:

Or, you might share this image showing the height of 4 ducks and the height of the CN Tower:

## Act 3: Reveal the Solution

Once students have had time to work and share their thinking, we can show the act 3 video to see how many Mr. Pearces it will take to reach the height of The Great Canadian Flag.

Alternatively, you could show this image:

## Giant Rubber Duck Sequel

## Act 1: What Do You Notice? What Do You Wonder?

Show students this video.

Allow some time for students to notice and wonder.

The question I’m hoping to land on is:

How many ducks can fit in the Western Channel?

Allow students to talk with their peers and arrive at predictions. Share them out.

## Act 2: Reveal Some Information

After students share and you record predictions, then give them some information to work with to update their predictions.

## Act 3: The Big Reveal

Show students this video.

Alternatively, you can show this image:

## Giant Rubber Duck Sequel #2

In this sequel, we set up the question for Day #7 of the #Canada150Math Challenge:

In this task, we are asking students to think about the Giant Rubber Duck in terms of weight:

How many people would it take to outweigh the giant rubber duck?

As usual, we’re looking for students to make predictions first.

You might want to give kids some context as to how tall the duck is in comparison to an adult (or in terms of a student).

After predictions are made, you can have students go ahead and actually attempt calculating how many people it would take using their own assumptions (are the people adults? students? etc.).

I hope you have some fun with this one and are going to share out to the hashtag on Twitter!

Fun stuff, eh?

Be sure to check back to my blog, the GECDSB Canada150Math page and follow the @Canada150Math Twitter account and #Canada150Math hashtag to access a new math question or provocation each weekday throughout the month. We hope you’ll share photos of students engaging in Canada150Math tasks and their thinking so we can re-tweet with the rest of Canada!

## New to Using 3 Act Math Tasks?

Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!

## Share With Your Learning Community:

## About Kyle Pearce

I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

Access Other Real World Math Tasks

## Search More 3 Act Math Tasks

Grade 2 [2.B1.1, 2.B1.3, 2.B2.1, 2.B2.2, 2.B2.3, 2.B2.4, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3]

Grade 3 [3.B1.5, 3.B2.1, 3.B2.3, 3.B2.7, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 4 [4.B2.1, 4.B2.4, 4.E2.5, 4.E2.6, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 5 [5.B1.7, 5.B2.9, 5.D1.3, 5.D1.6, 5.E2.6, 5.F1.2, 5.F1.5, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 6 [6.B2.12, 6.B2.9, Data Management and Probability - DP3, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 7 [7.B1.3, 7.B1.4, 7.B1.7, 7.B2.2, 7.B2.3, 7.C1.1, 7.C1.2, 7.C1.3, 7.C1.4, 7.D1.6, Data Management and Probability - DP3, Geometry and Spatial Sense - GS1, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 8 [8.B1.4, 8.B2.5, 8.C1.1, 8.C1.2, 8.C1.3, 8.C1.4, Data Management and Probability - DP1, Data Management and Probability - DP3, Geometry and Spatial Sense - GS2, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 9 [9.B3.5, 9.C3.1, 9.C3.2, 9.C3.3]

Kindergarten [k.15.1, k.15.10, k.15.2]

MAP4C [Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MAT1LMAT2LMBF3C [Data Management - DM1, Data Management - DM2, Geometry and Trigonometry - GT1, Geometry and Trigonometry - GT2, Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MCF3M [Exponential Functions - EF2, Quadratic Functions - QF1, Quadratic Functions - QF2, Quadratic Functions - QF3, Trigonometric Functions - TF1, Trigonometric Functions - TF3]

MCR3U [Characteristics of Functions - CF1, Characteristics of Functions - CF2, Exponential Functions - EF2, Exponential Functions - EF3, Trigonometric Functions - TF3]

MCT4C [Exponential Functions - EF1, Trigonometric Functions - TF3]

MCV4U [Derivatives and Their Applications - DA2]

MDM4U [Counting and Probability - CP2, Organization of Data For Analysis - DA2, Probability Distributions - PD1, Statistical Analysis - SA1, Statistical Analysis - SA2]

MEL4EMFM1P [Linear Relations - LR1, Linear Relations - LR2, Linear Relations - LR3, Linear Relations - LR4, Measurement and Geometry - MG1, Measurement and Geometry - MG2, Measurement and Geometry - MG3, Number Sense and Algebra - NA1, Number Sense and Algebra - NA2]

MFM2P [Measurement and Trigonometry - MT1, Measurement and Trigonometry - MT2, Measurement and Trigonometry - MT3, Modelling Linear Relations - LR1, Modelling Linear Relations - LR2, Modelling Linear Relations - LR3, Quadratic Relations in y = ax^2 + bx + c Form - QR1, Quadratic Relations in y = ax^2 + bx + c Form - QR2, Quadratic Relations in y = ax^2 + bx + c Form - QR3]

MHF4U [Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

MPM2D [AG1, AG2, AG3, QR2, Quadratic Relations - QR3, Quadratic Relations - QR4, T2, T3]

Functions [F-BF.1, F-BF.3, F-IF.4, F-LE.1, F-LE.2, F-LE.3, F-TF.5]

Geometry [G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [1.NBT.4, 1.OA.1, 1.OA.6, 1.OA.A.1, 1.OA.B.3, 1.OA.B.4, 1.OA.C.5, 1.OA.C.6]

Grade 2 [2.NBT.5, 2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9, 2.OA.2, 2.OA.A.1, 2.OA.B.2]

Grade 3 [3.MD.C.5, 3.NBT.2, 3.NF.1, 3.NF.2, 3.NF.3, 3.NF.A.1, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [4-MD.3, 4.MD.1, 4.MD.2, 4.NBT.6, 4.NF.3, 4.NF.5, 4.NF.6, 4.OA.1, 4.OA.5]

Grade 5 [5.B1.7, 5.D1.3, 5.D1.6, 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.2, 5.NBT.3, 5.NBT.6, 5.NBT.7, 5.NF.1, 5.NF.2, 5.NF.3, 5.NF.4, 5.NF.5, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [6.EE.1, 6.EE.2, 6.EE.5, 6.EE.6, 6.EE.7, 6.G.1, 6.G.2, 6.NS.1, 6.NS.3, 6.NS.6, 6.NS.B.3, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8, 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.RP.A.3.C]

Grade 7 [7.EE.3, 7.EE.4, 7.EE.A.1, 7.G.3, 7.G.4, 7.G.6, 7.NS.A.1, 7.NS.A.2, 7.RP.1, 7.RP.3, 7.RP.A.2.B, 7.RP.A.3, 7.SP.2, 7.SP.5, 7.SP.6]

Grade 8 [8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.6, 8.G.7, 8.G.9, 8.SP.1]

Grade 9Kindergarten [K.CC.A.1, K.NBT.A.1, K.OA.A.1, K.OA.A.2, K.OA.A.3]

Practice [MP.1, MP.2, MP.3, MP.4, MP.6, MP.7]

Statistics & Probability [S-ID.6, S-MD.4]

Love this activity. You encourage us to not put up the learning goal and success criteria until after the lesson, correct? What would you say they are for this lesson?

Hi Denise! I would suggest at least withholding explicit learning goal details related to the content, however you could have a learning goal focused on process expectations or Math Practices.

This lesson could be used for so many different things including, but not limited to:

– estimation

– proportional reasoning using models like the area and/or bar model, double number line, ratio table, graphing, finding the equation of a proportional relationship … and so many others…

Those are just for the first part of the problem. Then, you’ve got the sequels to consider!

So… I’m wondering if maybe the real question is … what learning goal are you hoping to address over the next day… week… unit… and does this provocation help serve that goal?

I’d be more than happy to be a sounding board for you. Let me know!