My lessons never stay the same. They’re always evolving. Recently, I’ve taken a look at some 3-Act Tasks I created and I noticed:
- Some of the tasks are lacking an act.
- Others have resources that no students ask for (at least students that I’ve worked with).
- The quality is low (shaky camera, point of changes, etc.)
So, I finally had a minute (read 2 days) and revisited each. Below, you’ll see the tasks I’ve chosen to revisit. An explanation of the original, what I changed, and why I changed it follows. If you’d like to skip this and get to the revisited tasks, click here.
My very first attempt at a 3-act task was the Candy Bowl task. I was working in an elementary school at the time and Graham Fletcher had created problem to get 2nd and 3rd grade students reasoning about subtraction by removing the numbers from the problem context. His context involved the lunchroom and numbers of students in three classes. We talked on the phone about this for a while and though I liked the problem, I wasn’t crazy about the context. I sat in my room trying to think of a context that would be a bit more engaging for students to think about. And the Candy Bowl was created.
It was a good problem, but it really lacked one of the most basic parts of a 3-Act Task… The third act. The reveal was weak, because it relied on the teacher to give students validation. The updated version, which had to be done from scratch (apparently whoppers candies are no where to be found anywhere near Valentine’s day), can be found here with all new updated resources for Act 2 and new video including two reveals, depending on which question students decide to tackle.
Another one of my early tasks was Sweet Tart Hearts. I really liked this one from the beginning. There is a huge focus on estimation which allows for students to obtain solutions that are close, but not exact in most cases. This also allows for the teacher to facilitate a discussion about why answers may not be exact for a variety of reasons. But again, it really lacked that third act. The task was good, but the closing of the lesson was weak due to the fact that the students were relying on the “all knowing” teacher to give them affirmation.
Apparently Sweet Tart Hearts are a hot commodity a few days before Valentine’s day. I went out the other day for a quick run to pick up a bag. I had to go to 4 stores and finally found a bag (the last one). I thought it would take about 10 minutes to do this revisit. Surely the numbers for the colors would be similar to the last time. Not only was that not true, but Sweet Tarts changed the orange hearts to yellow! But, the revisit is all done and I’m very pleased with the new reveal which allows the video to reveal the answer and the teacher to focus students on the reasonableness of their solutions.
My final revisit is the Penny Cube. It is probably my favorite task. I’ve certainly heard more from teachers about this task than any of the others. I think I got the reveal right on this one. The problem I found with this task was that I thought students would ask for things that I would want. The first time I did this task with students, I guided them to the information I had ready for them. They didn’t care anything about the dimensions of a penny. They just wanted some pennies and a ruler. It’s amazing what you learn when you listen to students, rather than try to tell them everything you think they need to know. So, to all of the students out there, Thank you for making your voices heard!
So, this was the quickest fix. I just updated the Penny Cube page (all of the coin specifications are still there – in case anyone wants them).
Note: In this post I share how I changed my approach to teaching the Penny Cube task.
So, it took a few days, but I’ve revisited some tasks that have been bugging me for a while and I hope it’s for the best. I know I’ll probably give these another look in the future. I’ll just need to start in early January to make sure I get the candy I need.