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I like the idea of taking some of the textbookish material that I teach and turning some of those problems into problems that have less details and allow the students to fill in more of the details in the process on their own. Oddly enough, in one of the textbooks that I use, I often find there to be parts a, b, c, d, e, etc... of a problem and I often think they are leading the student too much. I often tell students, when they are stuck on a problem like this, to first try skipping parts a, b, c, and d and then just solve part e.

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At times I've had the 'structure' of a problem and have the students create the details of the context. So something like different ticket prices- they come up with what the tickets are for and what the prices might be in that context. Gives insight into their likes/dislikes and you have to deal with different answers instead of something canned and prepared.

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Doing this makes the problem more open ended, so students are just right or wrong, like they might be use to in math class.

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One of the things I've really appreciated about using 3-act tasks over the years is that they really honor students where they are at. The structure of it makes it hard for students to be "wrong" throughout the process. By taking away the question, you give them a chance to make their own questions and then decipher through for which ones make the most sense to try and answer mathematiccally. Then, they have to work to figure out what information they need to answer that question. They have the chance to figure that out. They have to choice of method to get to the answer. Like Dan Meyer highlighted in his talk, you then also have the fact that sometimes (often), the theoretical answer doesn't necessarily perfectly match the actual situation. It gives students a chance to have variation in their answer, but be close and to feel right. It leaves great room to discuss how to tell when an answer makes sense and the difference between theory and action. Ultimately, the process doesn't leave students feeling left out or left behind by the math and their classmates. It brings everyone in and gives many opportunities to build confidence and skill.

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I think one of the really great disservices we as educators do to students is give them more than they need- detail, pointers, help, etc. Curriculums do it too. The problem Dan started with is a great example. Everything the student needed was right there. They really only need two skills to solve it as written- pull useful information and use a formula. The 3-act-task model strips away a lot of that. It requires the kids to get curious. It requires them to decide the best methods for solving. It requires them to decide the information they need and then seek it out. It essentially forces students to opt in on participation and opens doors for divergent thinking and methods for solving.

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It is a good idea to get kids to brainstorm ideas of the skills and idea you need but you still need to help some along the way or they won't ever get there

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I would like to try to use more real pictures and videos for engagement, multi-media. That will help the English Lang. learners too.

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Teachers are one of the biggest obstructions to student engagement. We get in the way, answer all the questions, provide students with everything they need--if they understand math--to solve the problem and get the answer. A 3-Act Task helps teachers get out of the way, centering students, so they're the one with the answers; they feel curious and empowered, and that engages them in the learning in an authentic way.

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Including more multimedia, eg more visuals that kids make connections with (1st grade).

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Including more multimedia, eg more visuals that kids make connections with (1st grade).

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To me, "equity-centered," among many other things, means STUDENT-centered... and "equity-centered math reform" means that it's time for us educators to bring student thinking, student voice, student autonomy, student lived experiences, student-, student-, student-... to the forefront of learning, and to build upon it accordingly. To truly shift our roles to guides and facilitators is and will be a beautiful thing! I've seen it! For example, during Summer School, I saw kiddos creating, problem-solving, and finding joy...and teachers sitting back and watching with amazement and asking "How can we make this happen during the 'regular' school year?" (Hint: It's not only about choosing the right curriculum.) And now, I pose this question to YOU!

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AOTA! I think that including pictures/video is an important tool to add context and accessibility for students to understand tasks. We also need to consider the relevance and nature of the content to ensure that all students can make meaning. I also think that "What do you notice?" and "What do you wonder"? are foundational questions that give rise to student voice and honor student thinking.

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Get it out of the textbook!
Use realistic situations and contexts that align with the daily lives and experiences of children and their significant adults
Engage in authentic talks about math outside of the classroom with children AND adults

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A Three-Act-Task serves as a structure for students to access a problem ... to process the task in smaller chunks, make sense of it, devise multiple solution strategies, and honor their thinking...not the correct answer!

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everyone needs to be able to see themselves as being able to do math.  

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everyone needs to be able to see themselves as being able to do math.  

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Connect it to multiple real world experiences.  Turn it into a story.

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Connect it to multiple real world experiences.  Turn it into a story.

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It not only helps the students, but it also helps the teacher understand and see where there are multiple entry points as well as understanding what we are doing for students that they can actually do themselves.

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It not only helps the students, but it also helps the teacher understand and see where there are multiple entry points as well as understanding what we are doing for students that they can actually do themselves.

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I try to find the way it relates to real life and make sure that some interesting discourse happens around it.

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I try to find the way it relates to real life and make sure that some interesting discourse happens around it.

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I choose a problem that students can relate to or will get excited about and use the 3 reads model. I'll create engaging slides for each read with pictures and edit information to allow multiple access points for students to engage with the problem.

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I really liked the idea of asking the shortest question possible to elicit student thinking. Too often, we add more words and/or information to a question that only adds more confusion and takes away student engagement.

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I use the 3-Reads method. First, I take the numbers out of the problem. I try to help students visualize the scenario. I provide schema or pictures to help students understand the context. Next, I add in numbers, and finally, I ask students what mathematical questions they could ask about the situation.

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Find a way to make it more meaningful to students or give it a context that is relatable and interesting to them!

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I loved the ideas brought forth in this video. The beginning reminded me of 3 reads, where you take out certain information so that students can just make sense of the problem. Asking the question, "What information matters to answer the question?" is crucial for students to think about. It helps them weed out unnecessary information and focus on the what and why? I also liked the visuals, relevant activities, and ways in which he allowed student access to the problems. He chose a problem that kids could relate to, which increased engagement. He also chose one problem and rewrote it, which is something I want to work on in my own practice. He's creating patient problem solvers and showing that math isn't about speed, but about the process.

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When students ask the question, they own the question. It leads to more curiosity, it allows them to think about the information needed, and it connects them to situations that they would encounter outside of a math classroom.

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Yes... I would love to try his examples. I would like to build math dialogue using Academic Conversations or CM supports... then this seems even more powerful and engaging. Empowering student voice through math reasoning.

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try to find problems that will have high student interests... try to have multiple levels of the problem to create various entry points and support different levels of learning.

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This makes me think the UDL... creates entry points for all students.

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I think that what makes it more engaging is just the fact that more students have access to the learning. I think about my ELD students and any other student who may not have experiences with the vocabulary or tasks that a word problem might be describing. They already start at a disadvantage of trying to figure out what we are talking about. This gives them all a place to start and build their confidence before we even start "doing" math.

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I like the idea of taking the story problems in our textbooks and help eliminate the information that students do not need.

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I want to create more real-world examples of problems so that students can see that math makes sense of the world and is useful every day

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I want to try being less helpful. It feels strange to say that as a teacher!

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You can's teach every students if every student isn't invested in their own learning.

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shorten the problem, present it with visuals, provide less info - students must ask questions.

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removes the barrier of reading comprehension - turns a word problem into a world problem that's accessible to everyone.

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I write examples about food or video games sometimes to increase attention

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I would try using multimedia, shortening the problem, and giving students less help.

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I like the idea of shortening the problem as well as adding authentic images and videos to make the problem more realistic and engaging.

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Use of real world examples and activites that student s have to discover how to do the problems by finding the pattern within the exploration

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Make it relevant, remove "distractions".

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Everyone has a chance to participate

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I try to put the same problem into 4th grade interests like video games or food, or whatever they are interested in. Fractions? Cut up a candy bar and see if they want 1/8 or 1/3.

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Having the students make their own problems based on a less wordy exmple from the text, with only the most basic context.

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Having the students make their own problems based on a less wordy exmple from the text, with only the most basic context.

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I am not sure if this fits here, but something I have also tried with my students is giving them  a context (such as a container with water) and the numbers. Then I ask them to brainstorm the questions that could be asked.

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I am not sure if this fits here, but something I have also tried with my students is giving them  a context (such as a container with water) and the numbers. Then I ask them to brainstorm the questions that could be asked.

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Suddenly the problem seems real. There is a context that everyone can relate to. 

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Suddenly the problem seems real. There is a context that everyone can relate to. 

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I like that it calls on student's intuition and does not automatically favor the "smart" kids

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Inquiry-based math allows for students to drive their own learning. It takes away the pressure of having to know "everything," and rather guide students through questioning, asking the "shortest questions I can," according to the video. What's more, it's vital to bring in real world situations that allows students to connect and own how and for what purpose math is involved. Like this math teacher said, "math makes sense of the world." Agreed.

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So many of our math problems have too many words. I am looking forward to shortening the problem, without losing the problem solving. Using multimedia to help students solve problems is a key to engagement. In the future after I have run through some of these problems, I want my students to create their own.

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Three act tasks have a hook to engage students as well as give them opportunities to practice and apply real life reasoning skills to real life situations.  Kids are able to use more of their senses in understanding the problem, and more communication skills in sharing their thinking.  Three act tasks also are often low floor, high sealing tasks where everyone has an "in" to solving the problem and kids who don't often enjoy engaging with math are able to bring their schema and can more easily feel the invitation to engage.

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I would like to use multimedia and have students build the problem. This will help all students access the problem.

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I ask students to solve math problems in groups on our new tables with whiteboard markers, and they really seem to enjoy doing that more than doing problems on paper. It's also easier for them to collaborate because it's easier for group members to look at the table together than to try to look at one piece of paper together. Even for traditional, basic, drill-type practice problems, this setting allows students to talk about the math together; what the next step is and why, if something seems wrong, etc.

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If all students aren't engaged, then it isn't equitable. All learners deserve to access math instruction- which can be done by creating multiple entry points using strategies like the 3 Act Task. This shows students that all learners thought processes are valuable and problems can be solved in more than one way.

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I would like to try to take some of the CPM problems and use multimedia and make it a 3 Act Task.
I want to be more intentional about integrating 3 Act Tasks, Esti-Mysteries, Estimation 180 into our daily instruction.

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1. Use real world images/videos
2. Use manipulatives that are fun (we learn about integers in 6th grade CPM using frog hops from the Calaveras County Fair- so I made my own number lines and bought tiny acrylic frogs for them to model with. We also made Rek and Reks with chenille stems and pony beads.
3. Change all the names in the textbook to student names in our class
4. Pause periodically to extend our learning in new contexts- the week before break we extended our understanding of integers to a stock market simulation.

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It allows students to see that math is in their every day real life, it is meaningful, useful and fun!

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I really like using multimedia as well as letting students build the problem.  I imagine this takes a little bit of time for students to become accustom to, especially building the problem.

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I really like using multimedia as well as letting students build the problem.  I imagine this takes a little bit of time for students to become accustom to, especially building the problem.

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Use multimedia, encourage student intuition, ask the shortest question you can, let students build the problem,  be less helpful.

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Use multimedia, encourage student intuition, ask the shortest question you can, let students build the problem,  be less helpful.

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It makes it more real world applicable and promotes student discourse.

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It makes it more real world applicable and promotes student discourse.

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I like the idea of adding more 'realistic' graphics or videos into problem solving lessons.  Seems to give student more buy in than the traditional clip art images in most textbooks or online resources.

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I like the idea of adding more 'realistic' graphics or videos into problem solving lessons.  Seems to give student more buy in than the traditional clip art images in most textbooks or online resources.

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questionless and numberless word problems

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questionless and numberless word problems

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It allows students to break apart the problem, come up with the question and what they need in order to solve it themselves 

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It allows students to break apart the problem, come up with the question and what they need in order to solve it themselves 

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I love the idea of shortening questions so students have more of a chance, really more of a responsibility to be inquisitive. This also seems more equitable as it takes some confusing language off the table and really reduces the problem down to the basice.

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1.  Keep it simple - eliminate unnecessary information
2.  Incorporate student information into the problem (changing names or activities involved to things that are relevant)
3.  Use visuals or have them create a visual
4. Write their own math problem or give them the answer first

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It's turning a problem into real word application. It allows students to realize math is all around them. I did a 3-Act-Task with kindergarteners this year and they killed it. They were excited and shared so much thinking. It allows all students access to content through a common experience.

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Turning a problem into a 3-act task allows for multiple student strategies and ideas. It creates an open space for students to problems solve and work togehter. It allows for multiple views of the problem. Students are able to engage in the problem at different levels. 

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Turning a problem into a 3-act task allows for multiple student strategies and ideas. It creates an open space for students to problems solve and work togehter. It allows for multiple views of the problem. Students are able to engage in the problem at different levels. 

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The problems seem relevant to students because they are REAL, and Three Act Tasks give students the opportunity to think about what information and tools they need to find the solution. It engages students in problem posing and problem solving. 

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The problems seem relevant to students because they are REAL, and Three Act Tasks give students the opportunity to think about what information and tools they need to find the solution. It engages students in problem posing and problem solving. 

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Yes.  I would like to try reducing the amount of information provided in a word problem, and let my students generate the questions they need answered in order to answer the problem's question. 

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Yes.  I would like to try reducing the amount of information provided in a word problem, and let my students generate the questions they need answered in order to answer the problem's question. 

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Katharine

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The problem becomes real to students. Students can see math as a way to help make sense of their world.

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Giving students the opportunity to buy in and engage, allows them to break the wall they have put up about "not knowing" how to do a problem.

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Patient Problem-Solving:
1) Use multimedia
2) Encourage student intuition
3) Ask the shortest question you can
4) Let students build the problem
5) Be less helpful

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Engagement work is an essential part of equity centered math reforms because it evens the playing field. When you have traditional math problems, there are many students who already have the thoughts and conception that they are simply not good at math. They believe that math is hard and many will go as far as believing it is stupid. By having engagement be a focus, it allows for all students to have access to math problems that apply to their lives. When students are engaged, they have more access to math content. Engaging our students allows us to move forward in teaching our students.
-Stephany

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Until all students are engaged in the math work happening in class, we will never close the gap. This type of lesson draws all students into and wanting to discuss.