Once students have their question, ask the 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. Students should plot their three estimates on an empty number line. Note: As the facilitator, you may choose to allow the students to answer their own posed questions, one question that a fellow student posed, or a related question listed above. For students to be completely engaged in the inquiry-based problem solving process, it is important for them to experience ownership of the questions posed. Important note: Although students will only investigate the main question(s) for this task, it is important for the teacher to not ignore student generated questions. Additional questions may be answered after found a solution to the main question, or as homework or they’ve extra projects. Act 2 Student Exploration - Provide additional information as students work toward solutions – to their questions. (Dan Meyer ) protagonist/student overcomes obstacles, looks for resources, and develops new “The tools.” During Act 2, students decide on the facts, tools, and other information needed to answer the question(s) (from Act 1). 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. Required Information: 30 panels in each row 10 rows in each section 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 so far? you’ve done 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? Act 3 Whole Group Share solutions and strategies. – – Students to present their solutions and strategies and compare them. Reveal the solution:
Once students have their question, ask the 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. Students should plot their three estimates on an empty number line. Note: As the facilitator, you may choose to allow the students to answer their own posed questions, one question that a fellow student posed, or a related question listed above. For students to be completely engaged in the inquiry-based problem solving process, it is important for them to experience ownership of the questions posed. Important note: Although students will only investigate the main question(s) for this task, it is important for the teacher to not ignore student generated questions. Additional questions may be answered after they’ve found a solution to the main question, or as homework or extra projects. 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 decide on the facts, tools, and other information needed to answer the question(s) (from Act 1). 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. Required Information: 30 panels in each row 10 rows in each section 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? Act 3 – Whole Group – Share solutions and strategies. Students to present their solutions and strategies and compare them. Reveal the solution:
3rd-Math-Unit-2.docx