Over the past few weeks, I have immersed myself into learning more about 3 act math tasks. I have spent hours reading Robert Kaplinsky, Graham Fletcher, and others to develop my understanding of these tasks. I plan to write an extensive blog post sharing what I’ve learned and ways you can use these tasks, and why I love them so much. It would make much more sense for me to share that post *before* I share my first 3 act math task, but this lesson ties in perfectly with the Super Bowl, and I didn’t want to miss an opportunity to capitalize on a fun current event for students.

One of my favorite things about a 3 act math task is that you can adapt and modify as needed. For instance, if you don’t think your students would benefit from the decimals in this problem, you could have them round (be sure to let them determine where to round the number). As I share this lesson, I’ll give a brief overview of each act to give some general guidance.

A 3 Act Math Task is a whole group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion Act Three.

## 3 Act Math Task: Act One

In Act One, I provide a visual to engage and hook students. Show students the image below for Act 1. This visual sparks curiosity and provokes questions. In this act students will fill out the notice and wonder sections of their recording sheet.

**Act 1**

## 3 Act Math Task: Act Two

In the second act, have students share what additional information they need to solve the problem. Once students for the information, share the Act 2 image, which gives the cost of a single pack of M&Ms. Of course, there is a huge variety of sizes available for purchase, but I didn’t think my students were ready for that yet. After giving students the information they need, students should make an estimate for how many packs of M&Ms Mars would need to sell. Students will then work to solve the actual problem.

**Act 2**

## 3 Act Math Task: Act Three

In the third act, reveal the solution to the problem. I couldn’t resist showing students the actual commercial, because it is pretty hilarious. Be sure to spend time discussing the strategies students used to solve the problem and which strategies were most efficient.

**Act 3**

## Wrap-Up

There are several different options for differentiation within the task. As I tried this out with various groups of students, I let one group use a calculator. You could have students round the decimal, or even have them find different combinations of types and sizes of M&M bags that would equal $5,000,000. Through this lesson, I saw where some students wanted to multiply $5,000,000 by $1.39. I also saw where I needed to spend more time modeling and helping students learn to explain their thinking, rather than telling me how to divide. Instead, I want to know *why* they chose to divide.

I’ve included the recording sheet I had my students use, and you can download that recording sheet here. I hope your students love this 3 act math task! To read more strategies for teaching upper elementary math, be sure to check out this post!

Sue Bridgman says

Love this idea! i really want to use it but I can’t get the form to come up to print it? I get a sad face like it’s a broken link. Could you possibly check the link and re-upload it OR email me the form, please?

Thanks!

Sue Bridgman bridgmans@maysville.k12.mo.us

Ashleigh says

Can you try it again?

Beth T Alexander says

It works now, thank you!!

Lindsay Schirripa says

I’m experiencing the same thing. I can’t get the document to come up through Google Drive.

Ashleigh says

It was working, and then something happened. I’ve changed the link, so hopefully it’s good to go!

Beth T Alexander says

Love this!! (Link to solution sheet doesn’t work. )

Ashleigh says

Can you try it again?

Sue Bridgman says

Unfortunately, it is still not working for me 🙁 I cleared my cache and I restarted my computer but it still isn’t working. I’m sorry to be a problem. I see a sad face that says “drive.google.com refuses to connect”

Heather Miederhoff says

did you put these into slides for the kids to see on their own computer and then do it all whole group?

Ashleigh says

I do it whole group, and just had them look at the slides from my computer and projector.

Cara says

I can’t wait to do this activity!! I was wondering if there is another side to the recording sheet as I am not seeing the “notice and wonder” section of the recording sheet. Unless I am missing something, which could be the case. =)

Ashleigh says

It’s the top section that is divided into two columns.

Natalyn Samuels says

I am trying to download the document but it won’t allow me to do so. Can the document be emailed?

Thanks

Ashleigh says

It was working, and then something happened. I’ve changed the link, so hopefully it’s good to go!

Meg Sheldon says

I am unable to open the link. I am excited to try this lesson.

Ashleigh says

It was working, and then something happened. I’ve changed the link, so hopefully it’s good to go!

Cara Dorrell says

Hi there! I am still wondering about the notice and wonder part of the response page. I plan on doing this lesson tomorrow for “Football Friday” and I can make my own but wasn’t sure if you had one that isn’t included. Thanks!

Ashleigh says

It was working, and then something happened. I’ve changed the link, so hopefully it’s good to go!

Heather Miederhoff says

IS the notice and wonder the same as the what do you already know and what do you need to know sections?