Teaching Math in modelling ( 3 Act Math )

3 Act Math will not help students visualize the math content.

• True

• False

In Act 1, we get students to create their own models.

• True

• False

In Act 2, students will watch a short video.

• True

• False

In Act 3, student watch a video to check the answers they got through the models they have created.

• True

• False

1. Which of the following is NOT one of the defining features of a 3-Act Task?

• It involves 3 distinct parts or acts

• It always introduces new mathematical concepts

• It sparks curiosity and generates questions in Act 1

• It validates student thinking and strategies in Act 3

2. The primary goal of Act 2 is for students to...

• Independently search for the answer

• Collaborate to gather information and model possible solutions

• Wait for the teacher to provide direct instruction

• Check their work against the answer key

3. An example of how to "enact" a 3-Act Task in the classroom is to...

• Provide notes for students to copy

• Assign independent practice problems

• Use skillful questioning to guide the stages

• Lecture on the steps without student involvement

4. An engaging way to introduce Act 1 of a 3-Act Task could be through the use of...

• A written word problem

• A video or interactive digital scenario

• A quiz to assess prior knowledge

• A worksheet for independent practice

5. Examples of how students might "reflect" at the end of Act 3 include:

Multiple choices are possible!

• Introducing an extension problem

• Generating new questions for further exploration

• Comparing different solutions strategies

• Checking their answers against the provided solution