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This seems to be a specific easy way to get success in introducing concepts. Fun has returned to math.

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Having engaging, real life applicable lessons will draw the students in and make them think. I especially think these types of questions are very effective when paired with an upside down model of teaching.

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These type of tasks are great for student engagement. It sparks curiosity, involves discourse and students want to prove their hypothesis.

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3-Act story problems will be great to use in my Math Lab classroom because it allows students to work collaboratively to problem solve and most are low floor, high ceiling activities.

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I love these 3act Math tasks because it allows all students to respond with a risk free feeling. You slowly guide them and spark curiosity ultimately getting them where they need to be.

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Students will benefit from this model because it will help keep them engaged and increase the chances that the topic will be memorable.

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Gives students the ability to be curious and make connections without having to be told. It lets them see what is happening first and then formalize later.

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It would spark curiosity, create discussions, insight predictions, design processes to solve answers, connect multiple topics and start with a low floor, but able to have a high ceiling.

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Students will benefit, because they see a connection to math and the real world as opposed to seeing things as disconnected from the real world.

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The benefits is that it builds curiosity throughout the lesson and allow students to make predictions and come to their own conclusions based on exploration, trial/error, and prior knowledge.

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This follows a slow reveal process which I really like. The amount of information provided at the beginning is minimal so students feel safe guessing solutions, but also gets them thinking what information they need. The stories themselves are very interesting and based on things that students are familiar with that they may not have thought would be talked about in a math classroom.

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It would spark curiosity and engagement in my students and also provide multiple entry points for all students to participate.

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Students can gain more conceptual understanding because the tasks allow students to look at the math in a real-world context.

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This allows for engagement from all students ranging in different ability levels

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Sparking curiosity is always a plus. I love that the task starts open-ended in a way that should encourage all to participate, yet incorporates a comfortable level of productive struggle.

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I like the idea of focusing on the process more than the answers. Too many times students are so worried about getting the "answer", when the process is actually the more important part.

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Students’ interest is sparked and gives them more buy-in. They will be more engaged, and it’s low risk if they make mistakes.

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Helps build student engagement and helps with low floors and high ceilings of the varying students in a classroom.

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It allows the students to stay engaged in their learning by sparking their curiosity, and also allows them to thing on a deeper level through discussion.

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It can spark curiosity within students when looking at math concepts. It also allows for students to work at their level of math.

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JHS Geometry, we noticed that the 3Acts start with story line, which will link the class to the real life and there are so many resource we can borrow and adapt to out classroom.

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The students might become more engaged.

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From start to finish, lessons spark student interest and engage them through curiosity

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The tasks allow the student to make sense of the math. This sense making comes through watching real world examples of math and estimating solutions. These tasks teach students to become real world problem solvers.

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Tays 8th grade Math: We discussed the ability for ALL students to provide input that may not be math centered. It is a low entry activity to engage all learners.

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I think using this would help students find an entry point into lessons and spark curiosity

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Beginning by sparking their curiosity makes math interesting where they are not bored looking at numbers. It also leaves room for pressure free mistakes.

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By sparking curiosity and having a "low floor, high ceiling" you create buy in for the student's to participate. All students are allowed to have an opinion when the problem is introduced and it is designed to keep them engaged until the end.

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Students can be more engaged because there is a reason why behind doing the math. Students can have deeper understanding of concepts by making connections to the real-world situations.

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It sparks their curiosity and lets them make predictions and discuss the reasoning behind their predictions with low risk. It also gives them the pay off at the end.

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The process is a slow progression of the complete task. It does not feel like one big problem to solve, but rather steps that guide them through the problem-solving process that fosters, "what information would be beneficial to add in?" which in my opinion is such an essential skill in problem-solving!

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I see several entry points for different levels of students, high levels of engagement,

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JHS Algebra: They get to imagine what might happen and then determine if they were right or wrong without fear of "being wrong" in front of everyone. It's more risk free.