Low Floor – High Ceiling Tasks:
1. Open up the task so that there are multiple methods, pathways, and representations.
2. Include inquiry opportunities.
3. Ask the problem before teaching the method.
4. Add a visual component and ask students how they see the mathematics.
5. Extend the task to make it lower floor and higher ceiling.
6. Ask students to convince and reason; be skeptical.
Jo Boaler recommends these sites:
NCTM: www.nctm.org (membership required to access some of the resources
NCTM Illuminations: http://illuminations.ntcm.org
Balanced Assessment: http://balancedassessment.concord.org
Math Forum: www.mathforum.org
Shell Centre: http://map.mathshell.org/materials/index.php
Dan Meyer’s resources: http://blog.mrmeyer.com
Video Mosaic project: http://videomosaic.org/
Estimation 180: http://www.estimation180.com
Visual Patterns; grades K-12: http://www.visualpatterns.org
Number Strings: http://numberstrings.com
Mathalicious, grades 6-12; real-world lessons for middle and high school: http://mathalicious.com
This is a great little video to begin a discussion about good and bad teamwork. I would probably stop the video at the polar bears, because of the advertising.
This is a powerful learning experience for students to develop an understanding of proportional reasoning.
100 beads on a string available for borrowing, if you would like to try this task.
Resources that were used or referred to during the 7-8 Transition Workshop
ASMI – Are, Volume and Surface Area
– Introduction to Measurement 7-8
Mathematics Assessment Project
Evaluating Statements About Length and Area
length and area r1-ts0bvx
The BitL Tool – Mathematics Years F-10
Designing tasks where students do the thinking
Beliefs and Attitudes About Mathematics
The learning progression in the area of measurement: