## Tag: 3 Act Math

## Fast Clapper

Using Real World Rates and Proportional Reasoning The following 3 act math task shared by Nathan Kraft (@nathankraft1) involves proportional reasoning with opportunities to address learning goals around rates, proportions, rates of change and creating equations. Jon Orr and I have used this task in presentations a number of times over the past few months and many have asked us to share our slide deck and other resources with a summary. So, here we go! Act 1 - Sparking Curiosity Show the following video: https://youtu.be/wT_d2GOEm_0 *Note that this is an edited version of Nathan's video where I have blacked out the number of claps. You can always add. You can't subtract. I typically give students a prompt to jo...

## What Makes A 3 Act Math Task So Effective?

When delivering teacher workshops, I almost always include a 3 Act Math Task as a way to model the 4-part math lesson framework and for teachers to experience the power of introducing new concepts by leveraging curiosity. Although my workshops spend a significant amount of time exploring interesting lessons, teachers often want a formal description of what defines a 3 Act Math Task from any other effective task. I thought it was about time that I pull apart what I believe makes an effective 3 act math task and why I have found them so useful in my classroom. As many are aware, the Three Acts of a Mathematical Story approach shared by Dan Meyer when he began creating media rich math tasks that were structured using the effective storytell...

## WIR #6 – Pythagorean Theorem, Equations, and Linear Relations

A Weekly Summary of My Math Classroom October 12th to 16th, 2015 The semester is flying by and I’m really happy with the progress students are making in their mathematical thinking, communication, and confidence. I was especially pleased this week when a student who had very low levels of confidence and was not engaging in the work, began taking risks by participating and both his confidence and understanding are on the rise. Here’s a quick glance at what we covered this week. This week, Canada celebrates Thanksgiving and thus there is no school on Monday October 12th. Day #24 - Tuesday October 13th, 2015 Pythagorean Theorem With Dan Meyer's Taco Cart This week, I wanted to circle back to some measurement concepts. Since we had tac...

## Placing Toothpicks Part 4

More Patterning and Partial Variation Linear Relations Yet another task in the Placing Toothpicks Series (Placing Toothpicks, Placing Toothpicks Sequel, Placing Toothpicks Part 3) I posted recently. The first task was proportional, followed by a quadratic in the second and a partial variation linear relationship in the third. This task is going to give my students another go at partial variation linear relations. As were the learning goals from the Part 3 Task, here's the grade 9 academic expectations we can make connections to: LR2.02 - I can construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools for linearly related and non-linearly related data collected from a v...

## Week In Review #5 – Direct/Partial Variation & Solving Equations

A Weekly Summary of My Math Classroom October 5th to 9th, 2015 After three days out of the classroom, it felt great to be back working on some math with my students. This week, I wanted to explicitly discuss the difference between direct and partial variation linear relations and then start moving towards solving multi-step linear relations that involve collecting like terms, distribution and (hopefully) equations involving fractions. Let's see how well we did meeting those goals. Day #19 - Monday October 5th, 2015 Direct & Partial Variation With Flaps! and Crazy Taxi Although we have been looking at linear patterning on and off since the first day of school, most have been proportional where the initial value (or y-intercept) is 0. ...

## Week In Review #4 – Geometry & Linear/Non-Linear Relations

A Weekly Summary of My Math Classroom September 28th to October 2nd, 2015 I can't believe the fourth week of school has already come and gone. This week was a bit hectic as I was away on Tuesday and Wednesday engaging in professional development as a part of my role as Middle Years Collaborative Inquiry (MYCI) Lead for my district and again on Thursday delivering a keynote for the Carleton Ottawa Mathematics Association (COMA) in Ottawa, Ontario. With me out of the classroom for three days in a row, that leaves the majority of this week a "self-directed" experience for my students. Here's the recap: Day #15 - Monday September 28th, 2015 Angle Geometry and Placing Toothpicks Part 3 The day before I know I will be out of the classroom ...

## Placing Toothpicks Part 3

Patterning and Partial Variation Linear Relations This task is a follow up to the Placing Toothpicks and Placing Toothpicks Sequel tasks I posted recently. The first task was proportional, followed by a quadratic in the second. This task is going to extend the original task from a proportional (direct variation) linear relation to a partial variation linear relation. That means this task could be used for patterning in elementary or for linear relations in grade 9 academic and applied. Here's the grade 9 academic expectations we can make connections to: LR2.02 - I can construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools for linearly related and non-linearly relate...

## Week In Review #3 – Measurement, Linear Relations and Geometry

A Weekly Summary of My Math Classroom September 21st to 25th, 2015 Day #10 - Monday September 21st, 2015 Composite Figures Practice Today, I had intended to use a Knowledgehook Gameshow as a warm-up related to area of composite figures and then move into the Gas Guzzler 3 Act Math Task. Unfortunately, my timing was completely off as I had 7 questions and some students who were pretty eager to solve them with their complete solutions uploaded to the system (bonus!). Here's the gameshow that we used: Can't see the Gameshow on the page? Click here. By the time we tackled each problem while sharing student solutions over the projector using the "Share Solution" feature as we went, we had 15 minutes remaining in class. Definitely not ...

## Placing Toothpicks Sequel

Patterning, Identifying Linear and Non-Linear Relations Here's an extension to the Placing Toothpicks task I posted recently. While the previous task hit on quite a few learning goals from the Grade 9 Academic and Applied courses in Ontario, this task will focus on identifying linear and non-linear relations in those same courses. It should be noted that this task could also be used in grade 10 courses for learning goals related to Quadratics. On my radar right now would be the following grade 9 academic expectations: LR2.02 - I can construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools for linearly related and non-linearly related data collected from a variety of s...

## Placing Toothpicks

Patterning, Proportional/Direct Variation Linear Relations Patterning is something that comes up early in the Ontario Elementary Math Curriculum during the primary grades often connecting directly to proportional reasoning, and then evolves into direct variation linear relations in the grade 9 academic and applied courses. In both the academic and applied grade 9 courses I teach, I try to integrate proportional reasoning early and often - slowly scaffolding students towards one-step equations and the characteristics of linear relations. Today, I'm going to share out the following 3 act math task that Justin Levack and I filmed last year keeping the grade 9 academic curriculum in mind. In particular, this task can be connected to: ...

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