What benefits would your students get from you using 3-Act Math in your classroom? by Venessa Arruti

2024-08-06 15:03:59 UTC

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.

2024-08-06 15:04:56 UTC

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

2024-08-06 15:05:28 UTC

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!

2024-08-06 15:05:44 UTC

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.

2024-08-06 15:06:19 UTC

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.

o2461405 — 2024-08-06 15:06:47 UTC

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.

2024-08-06 15:06:52 UTC

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

2024-08-06 15:07:39 UTC

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

2024-08-06 15:08:30 UTC

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.

2024-08-06 15:09:19 UTC

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.

2024-08-06 15:09:25 UTC

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

2024-08-06 15:09:58 UTC

The students might become more engaged.

2024-08-06 15:10:40 UTC

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.

2024-08-06 15:10:59 UTC

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

2024-08-06 15:11:04 UTC

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.

2024-08-06 15:12:39 UTC

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

2024-08-06 15:13:41 UTC

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

2024-08-06 15:13:46 UTC

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.

2024-08-06 15:13:48 UTC

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.

2024-08-06 15:16:53 UTC

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

2024-08-06 15:17:14 UTC

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

2024-08-06 15:18:34 UTC

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

2024-08-06 15:18:52 UTC

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.

2024-08-06 15:20:17 UTC

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.

2024-08-06 15:21:40 UTC

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.

2024-08-06 15:22:28 UTC

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.

2024-08-06 15:24:34 UTC

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.

2024-08-06 15:30:09 UTC

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

2024-08-06 15:34:33 UTC

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.

2024-08-06 15:38:44 UTC

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.

2024-08-06 15:41:34 UTC

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

2024-08-06 15:43:10 UTC

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.

b1560432 — 2024-08-06 15:48:35 UTC

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