Harnessing the Power of Modeling Tasks Through the Lens of a Math - - PowerPoint PPT Presentation

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Harnessing the Power of Modeling Tasks Through the Lens of a Math - - PowerPoint PPT Presentation

Jan 07, 2024 312 likes •905 views

Harnessing the Power of Modeling Tasks Through the Lens of a Math Progression Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com Procedural Conceptual Fluency Understanding Application @RobertKaplinsky

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Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com

Harnessing the Power of Modeling Tasks Through the Lens of a Math Progression

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Procedural Fluency Conceptual Understanding Application

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SLIDE 4 @RobertKaplinsky
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Demetrius has 17 Skittles which is 12 fewer than Alicia. How many Skittles does Alicia have?

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Demetrius has 17 Skittles which is 12 fewer than Alicia. How many Skittles does Alicia have?

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Demetrius has 17 Skittles which is 12 fewer than Alicia. How many Skittles does Alicia have?

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Demetrius has 17 Skittles which is 12 fewer than Alicia. How many Skittles does Alicia have?

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Demetrius has 17 Skittles which is 12 fewer than Alicia. How many Skittles does Alicia have?

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17 12 fewer

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17 12

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17 12

W T F ?

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17 12

W T F ?

hat’s he ive

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Current Research

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You little plucker!

John SanGovanni, NCTM ‘16
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number

John SanGovanni, NCTM ‘16

You little plucker!

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@gfletchy

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?

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The Big Reveal

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Graham had some Skittles. He had 19 yellow, 15

  • range, 19 green, 17 purple, and 21 red. How many

Skittles did Graham have?

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3-Act Tasks

Act 1:

  • Real world problem or scenario presented
  • What do you notice? What do you wonder?
  • Make estimates

Act 2:

  • Identify missing variables and missing variables to solve
  • Define solution path using variables

Act 3:

  • Solve and interpret results of the solution
  • Validate answer
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Most asked questions:

  • How often should we use 3-Act Tasks?
  • When should we use 3-Act tasks? How do they

fit into the scope of a unit?

  • How long does one task usually take?
  • What if we don’t have the time?
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  • 1. Anticipating student responses to challenging mathematical tasks;
  • 2. Monitoring students’ work on and engagement with the tasks;
  • 3. Selecting particular students to present their mathematical work;
  • 4. Sequencing the student responses that will be displayed in a specific
  • rder and;
  • 5. Connecting different students’ responses and connecting the responses
to key mathematical ideas.

5

The practices are:

MTMS: Vol. 14, No. 9, May 2009-5 Prac8ces for Orchestra8ng Produc8ve Mathema8cs Discussions
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SLIDE 38 Sequence the order students will share during the closing.
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19+15+19+17+21

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1-counting all 1-counting all

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1-counting all 2-counting all with skip counting 1-counting all

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 4-making tens from ones

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 5-Place value partitioning 4-making tens from ones

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 5-Place value partitioning 4-making tens from ones 6-Partial Sums

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 5-Place value partitioning 4-making tens from ones 7-Landmark Numbers 6-Partial Sums

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 5-Place value partitioning 4-making tens from ones 7-Landmark Numbers 6-Partial Sums

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1-counting all 2-counting all with skip counting 1-counting all 3-making tens from ones 5-Place value partitioning 4-making tens from ones 7-Landmark Numbers 6-Partial Sums

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gfletchy@gmail.com @gfletchy www.gfletchy.com/math-plus