Series Mathematical Modeling with ThreeAct Tasks: ThreeAct Tasks: Modeling Addition
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.Practice.MP4
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP4: Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Math.K.OA.A.1
 Common core State Standards
 Math: Math
 K: Kindergarten
 OA: Operations & Algebraic Thinking
 A: Understand addition, and understand subtraction

1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
Math.K.OA.A.2
Common core State Standards
 Math: Math
 K: Kindergarten
 OA: Operations & Algebraic Thinking
 A: Understand addition, and understand subtraction

2:
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
Save to My Resources
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT
Enjoy your first video for free. Subscribe for unlimited access.
Have questions about subscribing? Click Here to learn more.
Discussion and Supporting Materials
Thought starters
 What is the purpose of Act 1?
 In Act 2, how do you see students approaching the problem? How are their strategies similar and different?
 How does Ms. Alfonzo reflect on her students' learning?
In Partnership With:
Teachers
Kristin Alfonzo
Newest
Lesson Idea
26 min
Grade 1/ ELA/ Reading
UNCUT CLASSROOMS
20 MIN
Grade 2/ Music
Lesson Idea
2 MIN
Lesson Idea
2 MIN
TCHERS' VOICE
English Language Arts
20 Comments
Lori Alford Feb 19, 2019 8:00pm
Where can teachers access the birthday party video?
Lee Weaver Jan 13, 2019 6:01pm
Do we access to the video you used for the birthday cake? Would love to do this with my kindergarten students.
Kathleen Bailey Aug 26, 2019 8:09pm
Did you get an answer for this? I would love the birthday cake video to utilise with my kindergarten class.
Meghan Ohumukini Mar 22, 2018 12:14pm
Bonnie Makovec Aug 10, 2017 1:25pm
Rhonda Richmond Jun 23, 2017 9:49pm