Pringle Ringle - Three-Act Task

Video Length 22 min.

This Three-Act Task comes from Graham Fletcher at www.gfletchy.com
This was given over two days.  Act 1 was a half an hour on day one.  Acts 2 & 3 were a half hour on day two.  I'm still working on how to fine tune the process!

Thanks to Mr. Hively for loaning out his classroom!



Please comment, share, and ask questions by commenting below. You can even click on a reaction under the post.  Watch with your team, a coach, or in the comfort of your own home.

Three-Act Task Recording Sheet

Some questions to ponder and respond to in the comment section:

1. What do you want to make sure to remember about the video?
2. What might you want to try in your classroom?
3. Did it reaffirm any of your practices?
4. If this is similar to your structure, do you have anything to add?
5. Are there pieces you would like to see more in depth?
6. What questions do you have?

Observation Norms for the Blog:

• ·         Take a learning stance. We are not here to compare/compete/judge.
• ·          Maintain a positive attitude and respect for the teacher.
• ·         Ask questions and share ideas.
• ·         Remember, anything you post will be seen by all.

Comparing Numbers Greater than 100

1.NBT.3
Extension Activity
Differentiation Activity

Students will draw a card from the 100s, 10s, and 1s piles to create a three-digit number.  They will put their numbers correctly on the game board to compare their numbers.

100s Cards
10s Cards
1s Cards
Game Board  (Print double sided for equivalent on the back.)

Counting Sequence to 130

1.NBT.1
Module 7
Differentiation Activity

Students can use the chart the work on the counting sequence to 130.  For each question, they can use a different color.
Activities include:

• What numbers do you say when you start at 80 and count by 10s?
• What numbers do you say when you start at 85 and count by 5s?
• What numbers do you say when you start at 82 and count by 2s?

81-130 Chart

Numerals and Number Names to 130

1.NBT.1
Module 7
Differentiation Activity

Students take the cards from the previous lesson (or print the already filled out ones below) and write out the number names on a white board or paper.  They can do this and compare or take turns.  If they finish, they can write one more or one less than the number.

Blank Expander Cards
Expander Cards Pre-Filled

Writing All Three-Digit Numbers to 130

1.NBT.1
Module 7
Differentiation Activity

Students roll the dice and place that number as the ones of the expander cards.  They then draw a card with a 0,1 or 2 for the tens position.  Students will take turns drawing a card and represent it with base-ten blocks.  They could also do it together to compare after they are done building the number.

Expander Cards

Numerals and Number Names to 130

1.NBT.1
Module 7
Differentiation Activity

Make a copy of the first page of the support in one color and the second page of the support in a different color.  Students draw a card from each of the two colored piles and read the number.  Their partner will then build the number with base-ten blocks.  Roles are switched and the activity is repeated.

12.4 Support Cards

Writing 3-Digit Numbers (No Teens)

1.NBT.1
Module 12  Lesson 3
Differentiation Activity

Students will draw card marked either 0 or 2 and put the digit in the tens place.  They will then roll a dice and put that digit in the ones place.  When all the cards are filled out, the students can draw a card, read it, and represent the numbers with base-ten blocks.

Numeral Expander Cards

Writing 3-Digits to 130

1.NBT.1
Module 7
Differentiation Activity

Students will take turns creating a 3-Digit Number on the Numeral Expander between 121-130.  The other student will build that number with base-ten blocks.  Students compare and switch roles.  Students repeat until all  numbers have been covered.

Numeral Expandershttps://drive.google.com/open?id=0ByaE7wFiYayhNHFBMEpZclRlcXM

Adding to 100

1.NBT.1
Module 9
Differentiation Activity/Fundamentals Game

Students draw a card from each pile and add them together.  They write that number into one of the empty spaces.  Players take turns adding numbers to their game board trying to make the statements true.  When all the statements are filled out, that student is the winner.  If they are unable to go, they miss a turn.

Game Board
Card Set One
Card Set Two

Module 10 Student Creations

Module 10

Students are making 3D objects with clay.  For differentiation, students could try to copy each others' shapes.

Students then join their 3D shapes together to make more complex shapes.  For differentiation, have student construct a building and have a partner see if they can copy it.

Thanks Nicolette Oliver for sharing your students' work!

Subtracting on a Hundreds Chart

1.NBT.6  >2.NBT.5
Module 12
Differentiation Activity

Students place their counter on a number between 91-100.  They will draw a card that will tell them how many to move up and subtract.  The first student to make it to the top row wins the game.

Hundreds Chart
Subtraction Cards

Subtracting Dimes

1.NBT.6
Module 12
Differentiation Activity

Each pair of students will have 9 dimes.  They can either use the play money or the printables below.  One student will put more than 1 dime on the table.  Together the students count the amount of money.  For example, in the problem to the left, there were 8 dimes for 80 cents.  One student covers up some dimes when the other turns around.  They may use paper, fabric, etc.  The student them must figure out how many dimes are missing.  In this instance, there are two missing.  The matching subtraction sentence is then recorded.  80-60=20.

Dimes (if needed)

Using Base-Ten Blocks for Addition

1.NBT.4  1.NBT.2,2a
Module 9
Differentiation Activity

Students take turns drawing a card with an expression.  They can either build the expressions with base-ten blocks together or individually to compare.  When they are finished adding them together, they will write out the equation.

Expression Cards

Split to Add

1.NBT.4
Module 9
Differentiation Activity/Fundamentals Game

Player 1 draws a card from each pile.  They must mentally add the numbers by splitting the tens and ones. They will then place their counters on the matching sum.  Since some numbers are on the board more than once, they must choose which one will help them more.  After one student has five counters in a row, they are winner.

Game Board, Directions, Cards

On the Edge

1.NBT.4
Module 9
Differentiation Activity/Fundamentals Game

All students place two counters on the number one. This is the only time more than one counter can be on the same space.   Students take turns drawing a card and moving one of their counters by adding 1,2,3,10,20, or 30.  Their goal is to get their counters on a shaded region of the game board.  Once both counters are in a shaded region, that student wins.

Game board, Cards, & Directions

Adding 10, 20, & 30

1.NBT.4
Module 9
Differentiation Activity

Students place one counters on any number 1-10 on the hundreds chart.  They take turns drawing a card that will tell them to add 10, 20, or 30.  They move their counter down the chart accordingly. The first student to reach the bottom row is the winner.

Hundreds Chart
Addition Cards

Add to It

1.NBT.4
Module 9
Differentiation Activity/Fundamentals Game

Students try to place eight counters on the game board by drawing two cards and adding them together mentally.  If their sum is available they can place a counter, but if it is taken, they miss that turn.

Add to It Game Board, Cards, and Directions

Mrs. Oliver's Differentiated Activity

Thank you Nicolette Oliver for sharing your practice with us!  Please remember this is a time to learn from each other.  Please comment, share, and ask questions by commenting below. You can even click on a reaction under the post.  Watch with your team, a coach, or in the comfort of your own home!

Think Tank Tracking Sheet

Some questions to ponder and respond to in the comment section:

1. What do you want to make sure to remember about the video?
2. What might you want to try in your classroom?
3. Did it reaffirm any of your practices?
4. If this is similar to your structure, do you have anything to add?
5. Are there pieces you would like to see more in depth?
6. What questions do you have?

Observation Norms for the Blog:

• ·         Take a learning stance. We are not here to compare/compete/judge.
• ·          Maintain a positive attitude and respect for the teacher.
• ·         Ask questions and share ideas.
• ·         Remember, anything you post will be seen by all.