3 Act Task

Standards & Objectives: TEKS & Vertical Alignment (*Use Lead4ward or Texas Gateway to help you.)
 4(4)(D) Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for whole number computations and decimal sums and
differences in order to solve problems with efficiency and accuracy.

The student is expected to use strategies and algorithms, including the standard algorithm, to multiply up to a four-
digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative,
associative, and distributive properties.

 This is extended to the next concept because students will soon be solving one and two step problems
using multiplication.
 Students will be aware of the TEKS at the end of the lesson after we solve the problem and share answers.

Relevance to Students
This is connected to my students because it is something they can relate to- eating donuts for breakfast. They are
also familiar with Krispy Kreme.
Materials
 Dry erase markers
 Dry erase erasers
 Virtual base ten blocks
 Chromebooks
Questions for Student Thinking
 What do you notice?
 What do you wonder?
 What two factors are we multiplying?
 How would I make these into expanded form?
 How are these two strategies similar?
 Does it matter what strategy we use?
 What do you notice about the way I lined up these numbers?
 How can I break apart these numbers?
 Can you show me how you got your answer?
Procedures
ACT 1 (Engage & Perplex)
The teacher will display the Krispy Kreme donut picture on the promethean board for the students to see.
They will be asked what they notice and what they wonder. They will be provided sentence stems. The teacher will
give the students time to think about it and write their thoughts down on their desk with a dry-erase marker. Then,
they will be instructed to share their notices and wonderings with their partners. After sharing with partners, the
teacher will ask the students to share what they talked about with their partners. The teacher will be recording the
students’ notices and wonderings.

ACT 2 (Explore & Solve)

Students take another look at the picture and think about what the main question will be. The teacher will ask
them to talk to their partner about what they think we will be solving for today. The teacher gives the students
time to share.
Give the students the main question (on slide 2).
-If this is your question, what information do you think you will need to solve the problem?
Students will talk with their groups. The teacher will walk around listening and monitoring for student responses.
The class will come back together to share what they think they will need to solve the problem. (Factors: number of
rows and columns)
The students will then work together in their groups to solve the problem.
-How would you model this? What tools could you use?
Students will share what tools they can use to solve the problem.
Students work together to solve.
Anticipated Responses:
If this is your question, what information do you think you will need to solve the problem?
 Numbers
 Factors
 How many in each row
 How many in each column
 How big the box is
How would you model this? What tools could you use?
 Base ten blocks
 Area model
 Array
 2x2 mat

ACT 3 (Share and Discuss)

Students will share strategies. Teacher will record student thinking for the whole class to see. The teacher will then
record another student’s thinking and we will discuss how they are similar.
The students will share something that they learned.

References:
CFISD Lesson plan
UH College of Education 3 Act Task
https://docs.google.com/presentation/d/1ixbqFESbAS50JANkhJ_xPIaYkLN8o9FFHT2SmNBSAHg/edit?usp=sharing

mathlearningcenter.org
Culturally Responsive 3 Act Task Rubric
Grading Criteria
1.1 Standards & Alignment
TEKS & Lesson Plan
1.4 Activities
Manipulatives
2.3 Communication
Questions for Eliciting Student
Thinking
1.3 Knowledge of Students
ACT 1: Students are engaged in a
real-world connection to math to
wonder and notice.
2.1 Achieving Expectations
ACT 2: Students are talking with
each other and solving problems
with manipulatives. Students are
having productive struggle.
2.2 Content Knowledge
Anticipated Responses
2.5 Monitor & Adjust
ACT 3: Students are sharing
responses and multiple pathways.
2.1 Achieving Expectations
Addresses & Encourages Mistakes
2.5 Monitor & Adjust
Growth Mindset Feedback
References
TOTAL (100 pts)
10 Points
The learning objective is
communicated to students
and aligned to the TEKS. The
lesson plan is complete.
The manipulatives support
the lesson.
The teacher has planned for
varied levels of questions and
focused on meaningful
mathematics.
The teacher includes a hook
for the lesson that builds on
prior knowledge, students’
lives and relevance. Students
are wondering and noticing
as the teacher records all
student thinking.
The teacher provides
opportunities for students to
explore, generate or analyze
problems, ideas and models.
(Student Directed)
The teacher includes multiple
anticipated responses to
student thinking.
The teacher provides most
students the opportunity to
show, represent and explain
their thinking.
The teacher addresses
mistakes in a non-
threatening manner with
questions or allows other
students to share their
thinking to clarify.
The teacher provides
consistent feedback that
encourages a growth
mindset of students.
The teacher provides
references for the lesson
plan.
5 Points
The learning objective is
somewhat communicated to
students and/or aligned to the
TEKS. The lesson plan is
somewhat complete.
The manipulatives somewhat
support the lesson.
The teacher has planned for
some varied levels of questions
and focused on meaningful
mathematics.
The lesson includes a hook for
the lesson that builds on some
prior knowledge and is
somewhat related to students’
lives. Students are wondering
and noticing as the teacher
records some student thinking.
The teacher provides few
opportunities for students to
explore, generate or analyze
problems, ideas and models.
(Student Directed)
The teacher provides some
students the opportunity to
show, represent and explain
their thinking.
The teacher addresses some or
few mistakes in a non-
threatening manner with
questions or allows other
students to share their thinking
to clarify.
The teacher provides some
feedback that encourages a
growth mindset of students.
2.5 Points
The learning objective is not
communicated to students and/or
aligned to the TEKS.
The lesson plan is incomplete.
The manipulatives do not support
the lesson.
The teacher has planned for few or
no varied levels of questions and
focused on meaningful mathematics.
The lesson does not include a hook
for the lesson that builds on prior
knowledge, students’ lives and
relevance. Students are wondering
and noticing as the teacher records
their thinking. Students are
wondering and noticing as the
teacher records few students
thinking.
The teacher provides no
opportunities for students to
explore, generate or analyze
problems, ideas and models.
(Teacher Directed)
The teacher does not include
anticipated responses to student
thinking.
The teacher provides very few
students the opportunity to show,
represent and explain their thinking.
The teacher does not address
mistakes in a non-threatening
manner with questions or allows
other students to share their
thinking to clarify.
The teacher provides few instances
or inconsistent feedback that
encourages a growth mindset of
students.
The teacher does not provide
references for the lesson plan
*Grading Criteria in bold are aligned to the T-TESS Rubric.