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in these tasks, every number needs a label or some sort of meaning attached to it

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Word problems often shut students down. The act of decoding, making meaning, and finding the relevant information is, in it self, a difficult challenge for some students.

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Allows for all students to access the problem

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Allows for all students to access the problem

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I like how the way the task was done slows down the process and allows students to develop a mental image of the problem before moving to solve it. However, I don't think you always have to have a video to do this; you can give students time to think through a problem, describe it, and talk about it. I don't want us to think we already have to have a video to

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In the three act task, students are not initially just given the numbers, like they are in the word problem. 

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In the three act task, students are not initially just given the numbers, like they are in the word problem. 

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The word problem focuses on “answer getting.” The three act task shifts the focus to sense making.

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With just the word problem, there is no "hook" to grab students' interest

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With just the word problem, there is no "hook" to grab students' interest

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A 3 act task gives everyone an access point into the problem and the students create their own path to finding a solution, whereas when using a word problem, we are assuming that all students have the background knowledge required in understanding the question, then they are given all the information needed to solve.

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Problem alone is heavy on text- harder for many students to find an entry point

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Problem alone is heavy on text- harder for many students to find an entry point

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Students were not given numbers initially and came up with the problem and identified what they needed to solve the problem.  When we give kids the numbers right away we bypass a valuable piece of their learning.  

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Students were not given numbers initially and came up with the problem and identified what they needed to solve the problem.  When we give kids the numbers right away we bypass a valuable piece of their learning.  

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#tdgmath2017 Word problems don't force connections between mathematical procedures, the representations and the context being modeled. It is more of the "Open-Middle" type problem that offers a range of approaches to make sense of the problem.

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The written problem steals the opportunity to think through the modeling of the problem...when modeling they were forced to think about what quantities were important, how they related to one another. It makes sense to me why students just zoom in on the numbers and start to operate in a word problem situation.

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When you give a student a problem only, the relevance of the context and situation is lost. The student merely looks for the numerical answer and does not consider the meaning of the quantity in the context of the situation.