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San Francisco Unified School District

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A Three-Act Task is a whole-group 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.

Why would I use this strategy?

To provide an engaging context for the use of mathematics and the development of mathematical understanding.

To reduce the literacy demand.

To add engagement. Students wonder what will happen next.

To create low barriers to entry, allowing the teacher to scaffold as necessary.

To provide an opportunity for estimation and reasonableness.

To provide opportunities to talk about mathematics.

To provide opportunities for reflective thought.

To build new knowledge from prior knowledge.

To encourage multiple approaches.

To honor diversity.

To create situations which require students to engage in mathematical modeling.

To build relational understandings among mathematics concepts.

To shift student ideas about justification of thinking and answers.​

How do I use this strategy?
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ACT 1: Engage and Perplex

In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.

Students discuss what they notice and wonder. They generate question to ask about the situation.

Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

In Act 2, students work on finding solutions to their problems.

They use information they have and ask for more information as needed.

The teacher supplies more information as requested by students.

They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

In Act 3, students share their work, their thinking, and their solutions.

There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:

Students might compare their solutions to each others and to the reveal.

Students might compare their solutions to their estimates and discuss the comparison.

Students might discuss the assumptions that were made in the work.

Students might think of other questions they could pursue next

The teacher helps students connect their work to the core math of the task.

The design of a 3-Act Task is meant to help students see that the math they learn is power rather than punishment. Each of the 3 steps is critical:

1. Invite students to try a task that is intuitive, but inefficient or inaccurate.

2. Help them understand some math.

3. Invite them to re-try the task and see that with math it's more efficient and accurate.

More Resources for 3-Act Tasks:

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A Three-Act Task is a whole-group 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...

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3 Act Task File Cabinet

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Elementary 3 Act Tasks DESMOS Collection My 3 Act Tasks: Dart Throw (Structuring 5) K.OA.A.1-3, K.OA.A.5 On Your Mark V1 K.OA.A.3 On Your Ma…