## Great Classroom Action

May 27th, 2014 by Dan Meyer

**Christina Tondevold** teaches her first three-act math task. There’s a lovely and surprising result at the end, when her students realize that with modeling the *calculated* answer doesn’t always match the *world’s* answer exactly.

After they all had taken the 24 bags x 26 in each bag, every kid in that room was so confident and proud that they had gotten the answer of 624, however … the answer is

not624! Why do you think our answers might be off?

**John Golden** creates and implements a math game around decimal addition called Burger Time with some fifth graders:

Roll five dice to get ingredients for your burger. The numbers correspond to how many mm tall each part is.

**Matthew Jones** creates a Would You Rather? activity and one of his “defiant” students makes an effective justification of a counterintuitive choice:

He blurted out “I want to paint Choice C.” I told them at the beginning that there was no right/wrong answer, they just had to justify it. I was lucky enough that he thought of the reason why you’d want to paint the larger one. The only reason you’d want to paint the largest wall is because you are paid by the hour. It was really interesting watching him come to that conclusion. And to take pride and ownership in the way that he did.

**Jennifer Wilson** describes one of NCSM’s “Great Tasks” and shows how she gathers and sorts student work with a TI-NSpire.

Students are asked to create a fair method for cutting any triangular pizza into 3 equal-sized pieces of pizzas. I asked students to work alone for a few minutes before they started sharing what they were doing with others on their team. I walked around and watched.