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I noticed that students were allowed to solve the math in their own way (different pathways for learning), but weren't necessarily given multiple modalities for demonstrating their learning. They all wrote their answers on paper. What about creating something?

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you could really see the number sense each student had. Great formative assesment.

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you could really see the number sense each student had. Great formative assesment.

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This problem was more about the process, and the "product" or answer came very last.

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I wonder if all students were able to find the answer. Just because they were engaged, doesn't always mean they achieve the desired learning.

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I noticed the students were using math vocabulary.

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that there were different strategies used to solve the problem

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that there were different strategies used to solve the problem

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that she started with an engaging scenario and let the students lead the way to the eventual problem that they solved.

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What other ways could you do this without a video

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What other ways could you do this without a video

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What pieces were put into place over time and how long did it take to build the schema that was evident? There were multiple strategies being used - lots of open pathways in their thinking.

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How does she have such cute ideas. Does she have a site with more of her lessons?

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Cookies are engaging!  It is something that is applicable to them and they were involved in finding the answer because they had a why.

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How we can incorporate students interests more in these problems. I am working with fractions right now and the kids are getting tired of baking examples.

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How we can incorporate students interests more in these problems. I am working with fractions right now and the kids are getting tired of baking examples.

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how often she does these 3 Act tasks

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How long is their math time and how did she know that everyone was doing the work and not just one person in the pair

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How long is their math time and how did she know that everyone was doing the work and not just one person in the pair

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I noticed that the students thought this problem was really important to solve! They had buy-in.

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if kids had a chance to go back and make corrections if they needed to

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if kids had a chance to go back and make corrections if they needed to

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How she is using the data? Is this a formative task that is driving instruction in their regular math content or is this a summative end of unit task.

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That she picked two different strategies that were very different to share. 

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That she picked two different strategies that were very different to share. 

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I noticed that the kids had more options to solve at the level they needed and felt comfortable with instead of telling them what equation and strategy to use to solve

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How often does their math time look like this? Is it everyday? Once a week?

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I noticed that the teacher gave the students time to explain their thinking to the class. She took the time to have them notice what was the same and what was different in their answers, really elevating their thinking.
I notice that the kids really have good number sense.

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I wonder if she strategically chose certain students to share their work. Did she allow to address misconceptions of math by having students share answers that were incorrect? (Puzzle penguin)

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Once the kids were hooked by the mysterious monster hand, the engagement was unstopable.

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Once the kids were hooked by the mysterious monster hand, the engagement was unstopable.

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if she had kids model the correct answer and incorrect answers to help work through the incorrect one together

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if she had kids model the correct answer and incorrect answers to help work through the incorrect one together

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I wonder if this is an end of unit problem. 

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I wonder if this is an end of unit problem. 

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The teacher allowed the students explain thinking and approach the problem in their own way

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The teacher allowed the students explain thinking and approach the problem in their own way

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I wonder how the "three acts" strategy is similar/different from "anchor" problems that we learned about a few years ago.

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The kids were very engaged.  They each solved it in very different ways, but were able to explain their math thinking. 

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The kids were very engaged.  They each solved it in very different ways, but were able to explain their math thinking. 

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The video totally captured their interest. They loved seeing the cookie monster steal real cookies. They really wanted to know how much the CM ate. They were little detectives. There were different strategies used.

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The students were very interested and were excited to do math. They were very capable of explaining their thinking and were about to solve a real world problem.

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Did she only pull up students who got it correct? With our PBA's we also pulled students who were close to see if they changed their thinking or catch their mistake? Is there a right or a wrong way?

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Students were able to solve the problem using a strategy that worked for them. They were able to communicate their thinking by showing their work.

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I am totally excited to try this!

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The kids were engaged and WANTED to solve the problem. They each had a process/steps that they created and followed when solving the problem. It allowed students to solve it at their own level.

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*"It was no longer a math lesson but a puzzle we are trying to figure out."

*Even though she new the direction she wanted the problem to go. She did not tell them what to solve for, the kids came up with their own problem which created that student lead discussion.