2014 Summer SessionDAY 3

3 DAY GOALS

• Planning: Writing assessments and choosing a 3 Act Task

• Create a 3 Act Task

Today’sAGENDA

• Meatball Problem• 3 ACT Planning• Online Performance Task• 3 ACT Presentations

Can You….

• You have 4 minutes to work on your own to answer the questions. NO NOTES!

• You have 3 minutes to compare answers with your table. NO NOTES!

• You have 3 minutes to use your notes and help out others at your table.

Can You …?

The Meatball Problem Act 1

What is the first question that comes to mind?

The Meatball Problem Act 1

What is the first question that comes to mind?

Will it overflow? If not how many meatballs can be added until it does?

The Meatball Problem Act 1

What information do you need to know to solve the problem?

Now SOLVE the problem

The Meatball Problem Act 2

The Meatball Problem Act 3

22. Application A prep chef has just made two dozen meatballs. Each meatball has a 2-inch diameter. Right now, before the meatballs are added, the sauce is 2 inches from the top of the 14-inch-diameter pot. Will the sauce spill over when the chef adds the meatballs to the pot?

This is fromDiscovering Geometry

MEATBALLS: The Thought Processby Dan Meyer

What I Did (in 6 steps)…Basically, I three-acted the heck out of it. Which means:

1. Reduce the literacy demand. Let's encode as much of the text as we can in a visual.

2. Add perplexity. That visual will attempt to leave students hanging with the question, "What's going to happen next?"

MEATBALLS: The Thought Processby Dan Meyer

3. Lower the floor on the task. The problem as written jumps straight to the task of calculation. We can scaffold our way to the calculation with some interesting concrete tasks.

4. Add intuition. Guessing is one of those lower-floor tasks and this problem is ready for it.

The Thought Process

5. Add modeling. We'll ask students "what information would be useful here?" BEFORE we give them that information. That's because the first job of modeling (as it's defined by the CCSS) is "identifying variables in the situation and selecting those that represent essential features."

The task as it’s written now does that job for students.

The Thought Process

6. Create a better answer key. Once we've committed to a visual representation of the task, it'll satisfy nobody to read the answer in the back of the book. They'll want to watch the answer.

http://blog.mrmeyer.com/2013/makeover-meatballs/

• Finish planning your 3 Act Task• Be prepared to share your task

at the end of the day

3 Act Planning

https://sbacpt.tds.airast.org/student/

Complete the appropriate Performance Task for your grade level

SBAC Performance Task

You can view the grading guide herehttp://sbac.portal.airast.org/practice-test/resources

/

SBAC Performance Task

How will we prepare students for these tasks?How will this impact your classroom

instruction?

SBAC Performance Task

3 Act Presentations

Goodbye,Thank you for coming!

Super Stairs Act 1

• How many steps will he run on the super stairs?

• How long will it take him to run them?

Write down an answer for each question that you know is too low and an answer

that you know is too high.

Super Stairs Act 2

•What information do you need in order to solve this problem?

• Solve the problem. Be prepared to share your results.

Super Stairs Act 2

Super Stairs Act 3