Ask students what they wonder about and what questions they have about what they saw. Students should share with each other first, and then the teacher records these questions (think-pair-share). The teacher may need to guide students so that the questions generated are math-related. Ask students to estimate answers to their questions (think-pair-share). Students will write their best estimate, then write two more estimates one that is too low and one that is too – high so that they establish a range in which the solution should occur. Anticipated questions students may ask and wish to answer: How many staples are in the box? * How many staples are in the stapler? How many staples are outside the box? How many staples are in the box and outside the box? * How many more staples are in the box than outside the box? * * question(s) to be investigated - Provide additional information as students work toward solutions Act 2 Student Exploration – to their questions. (Dan Meyer ) protagonist/student overcomes obstacles, looks for resources, and develops new “The tools.” During Act 2, students determine the main question(s) from Act 1 and decide on the facts, tools, and other information needed to answer the question(s). When students decide what they need to solve the problem, they should ask for those things. It is pivotal to the problem solving process that students decide what is needed without being given the information up front. Some groups might need scaffolds to guide them. The teacher should question groups who seem to be moving in the wrong direction or might not know where to begin. The teacher provides guidance as needed during this phase. Some groups might need scaffolds to guide them. The teacher should question groups who seem to be moving in the wrong direction or might not know where to begin. Questioning is an effective strategy that can be used, with questions such as: What is the problem you are trying to solve? What do you think affects the situation? Can you explain what done so far? you’ve What strategies are you using? What assumptions are you making? What tools or models may help you? Why is that true? Does that make sense? Additional Information for Act 2 The array is a 3 x 4 array There are 210 staples in each row
Ask students what they wonder about and what questions they have about what they saw. Students should share with each other first, and then the teacher records these questions (think-pair-share). The teacher may need to guide students so that the questions generated are math-related. Ask students to estimate answers to their questions (think-pair-share). Students will write their best estimate, then write two more estimates – one that is too low and one that is too high so that they establish a range in which the solution should occur. Anticipated questions students may ask and wish to answer: How many staples are in the box? * How many staples are in the stapler? How many staples are outside the box? How many staples are in the box and outside the box? * How many more staples are in the box than outside the box? * * question(s) to be investigated Act 2 – Student Exploration - Provide additional information as students work toward solutions to their questions. (Dan Meyer ) “The protagonist/student overcomes obstacles, looks for resources, and develops new tools.” During Act 2, students determine the main question(s) from Act 1 and decide on the facts, tools, and other information needed to answer the question(s). When students decide what they need to solve the problem, they should ask for those things. It is pivotal to the problem solving process that students decide what is needed without being given the information up front. Some groups might need scaffolds to guide them. The teacher should question groups who seem to be moving in the wrong direction or might not know where to begin. The teacher provides guidance as needed during this phase. Some groups might need scaffolds to guide them. The teacher should question groups who seem to be moving in the wrong direction or might not know where to begin. Questioning is an effective strategy that can be used, with questions such as: What is the problem you are trying to solve? What do you think affects the situation? Can you explain what you’ve done so far? What strategies are you using? What assumptions are you making? What tools or models may help you? Why is that true? Does that make sense? Additional Information for Act 2 The array is a 3 x 4 array There are 210 staples in each row