This document provides guidance for teachers on using a 3-act math lesson structure to improve students' estimation and problem-solving skills. The 3-act structure involves students first making observations and asking questions about a picture or video. They then estimate and discuss what additional information they need to solve a main question. Finally, students are provided data and work independently or collaboratively to solve the problem and refine their estimate. Examples are provided to illustrate how this structure can be implemented in the classroom. Overall, the 3-act method is intended to develop students' number sense and ability to solve real-world math problems.

2. Christensen, C.M., & Horn, M. B. (2008). How do
we transform our schools? Education Next, 8 (3).
 “Edutainment”
can make
learning fun
and motivating
for today’s
students!

3.  Look at the picture.
 Ask yourself:
◦ What do I notice?
◦ What am I wondering?

4.  Problem solving and sense making skills
 Get students to observe and start to develop
questions
 No wrong answers!

5.  Try to notice and wonder “math” things
http://www.101qs.com/
For additional practice visit

6.  Builds number sense
 Improves problem solving skills
 www.estimation180.com

7.  What is the capacity of the soda can in
ounces?

8.  Using what you know about the soda can
from previously, what is the capacity of the
vase?
Keep going through the days to increase
your estimation skills!

9.  Students should be familiar with noticing and
wonderings as well as estimation 180
 Students invest themselves into real world
math problems

10.  Begin with a picture or short
video for students to record
their noticings and wonderings.
 Create a list on the board
student responses.
 Have a main question in mind.
 Using the main question,
students should create an
estimate.
 Students back up their thinking
with evidence from the picture
or video.
Act 1

11.  What do you notice?
 What do you wonder?
 Main question: How much money is
there?
 What is an estimate that would be
too low?
◦ 15 cents
 Too high?
◦ $100
 Just right?
◦ $20
Too
Low
Too
High
Just
Right
15⊄ $20 $100

12.  Students can work with partners
or small groups.
 They discuss what information
they need in order to solve the
main question.
 Teacher gives the information to
the students.
 Students record the information
given to them.
 Students work independently or
with their group to use the
information to solve the problem.
Students can create a second
estimate on the number line.
Act 2

13.  What do you need to
know?
 Solve
There are…
94 quarters
135 dimes
115 nickels
470 pennies

14.  Students add the
actual number to
their number lines.
Too
Low
Too
High
Just
Right
15⊄ $20 $100
Actual
$47.45

15.  For additional practice visit
◦ https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-K-5.aspx
◦ http://gfletchy.com/3-act-lessons/
◦ https://tapintoteenminds.com/3acts-by-
author/kylepearce/
Remember the work is already done!

16.  Increases number sense
 Ability to recognize amounts without using
one to one correspondence

18. Does not have a date
Numbers are not greatest to least Picture of the state
Starts with the numbers
Or any other reasons you may have.
Again validate all answers!

19. www.wodb.caFor additional resources visit