The Problem Solving of Problem Solving

This year I have delved into a problem solving centered math workshop.  My goal was to use problem solving to introduce big ideas of the unit and come back to the problem to teach the pertinent standards.  It is common practice to use a mentor text in a literacy unit.  For my math workshop, I centered our units of study around a mentor problem.

With my colleagues on a math team, we focused our work on finding rigorous problems that incorporate the big ideas.  Many of the tasks came from Howard County Schools website.  This site has been my go to for my mathematical instruction.  In exploring the site, I was introduced to Three Act Tasks.  Three Act Tasks aligned nicely with my goal to center my math instruction in students unearthing the units concepts. Starting the unit with a Three Act task introduces the concepts but also reveals the misconceptions of the students.

After my class experienced some Three Acts, I decided to create a Three Act of my own.  

I worked with one of my students to create the picture to introduce decimal and fraction relationships.

Act 1

The busyness of the end of the year created the necessity to join classes.  This was a first in many ways. The students of the class were experiencing a Three Act Task for the first time, I created a Three Act for the first time, AND I facilitated a math experience for 40 something students for the first time.

The students unearthed so many noticings and wonderings.  The concepts of value verses coin amount came up for the students. Check. I don't have to do a whole class lesson on that concept.

I learned from the experience how I can foster mathematical practices.  Some students feel they only have something to offer if it is a mathematical mindblowing statement.  Often it was the simple notings and wonderings that pushed other students to think more deeply. When Anthony then asked, "How many pennies are in each stack?" I asked, "This seemed like an obvious question.  When he admitted that it did, I applauded him because no one before him offered that question.The important questions are often the simplest questions and students and teachers need to honor that.  More students then felt more comfortable to enter the conversation.

Math is scary but we need to all jump in and try. No as Yoda says, "There is no try.  There is do or do not."

I tried creating my first Three Act Task and I fumbled along the way, wondering what is the difference between a wondering and a student question.  I found out that my second act picture was not clear enough to lead to estimations and solutions.  I debated whether to ask, "Who has more money?"  "Who has more value?" or simply "Who has more?" I decided on the ambiguity of "Who has more?" since the students' noticings and wonderings uncovered the difference of value and coin amount.

First Attempt at an Act 2 Photo.
The photo does not lend to estimation or solution.

My second attempt at my second act picture

So as a teacher faced with the the problem solving of problem solving, I have yet to find the solution.  I have made discoveries and have I have more questions, yet this is a good thing since this is what we hope for our students.

The

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