You are here

Classroom-Ready Rich Math Tasks, Grades 2-3

Classroom-Ready Rich Math Tasks, Grades 2-3
Engaging Students in Doing Math

June 2021 | 368 pages | Corwin
Detailed plans for helping elementary students experience deep mathematical learning 

Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades 2-3 details research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes:

Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials 
Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts
Guidance on preparing, launching, facilitating, and reflecting on each task
Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments.

With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible.  
Chapter 1: Doing-Math Tasks: What Are They, Why Are They Important, and How Do I Plan for Implementation?
Chapter 2: Laying the Groundwork for Teaching With Doing-Math Tasks
Chapter 3: Implementing A Doing-Math Task-Based Lesson
Chapter 4: Operations and Algebraic Thinking – Representing and Solving Problems
Chapter 5: Operations and Algebraic Thinking – Multiplication and Division Foundations
Chapter 6: Operations and Algebraic Thinking: Understanding & Interpreting Operations
Chapter 7: Number and Operations in Base Ten – Using Place Value Understandings
Chapter 8: Number and Operations in Base Ten – Adding, Subtracting, and More
Chapter 9: Number and Operations in Base Ten – Adding, Subtracting, and Multiplying
Chapter 10: Numbers and Operations: Fractions – Partitioning and Representing
Chapter 11: Number and Operations: Fractions – Equivalence, Comparing, and Representing
Chapter 12: Measurement: Time, Money, Length and Weight
Chapter 13: Measurement and Data: Measuring and Representing and Interpreting Data
Chapter 14: Geometric Measurement: Measurement, Perimeter, and Area
Chapter 15: Geometry: Reasoning with Shapes and their Attributes
Chapter 16: Your Turn
Appendix A: Task-Lesson Template
Appendix B: Formative Assessment Tools

“This book’s title reveals its promise. Classroom-Ready Rich Math Tasks offers teachers an abundant collection of practical challenges for engaging their students in building mathematical fluency and developing strategic reasoning—exactly what all the Mathematics Standards expect.”

Jay McTighe
McTighe and Associates Consulting

“I highly recommend this book, which provides a research-based framework for engaging in rich tasks that are connected to and build on previous mathematical understanding, relevant contexts, and students’ experiences and resources, as well as connecting to mathematics teaching practice. The 55 high cognitively demanding tasks included support the development of important mathematics norms, practices, and concepts.”

Robert Q. Berry, III
University of Virginia

“By integrating the latest research with a powerful teacher voice, the authors have written a must-read for every teacher of mathematics who wants their students to have a more motivating and powerful classroom experience. But the authors don’t simply argue that teachers include high-cognitive demand tasks in their teaching—they take the next steps and actually demonstrate how to plan for, implement, and support these tasks so each student can authentically engage in doing mathematics!”

Matt Larson
National Council of Teachers of Mathematics

“This book answers the often-asked question, ‘Where can I find good tasks?’ The authors have assembled a collection of rich mathematical tasks and provided guidance on how to plan and implement lessons around them in ways that will support opportunities for students to learn mathematics with understanding. This book is a game changer for 2nd and 3rd grade teachers who want their students to do math!”

Margaret (Peg) Smith
University of Pittsburgh

“The core of great math teaching is the high-quality task, brought to life through rich interactions. These tasks must be engaging and both mathematically and pedagogically generative—of interesting content and mathematical processes and practices. This valuable book is filled with such tasks, as well as guidance in planning and implementing them and materials for maximum enjoyment and benefit for teachers and their students.”

Douglas H. Clements
University of Denver

Classroom-Ready Rich Math Tasks, Grades 2–3 is an excellent resource for teachers, teacher educators, and professional development providers who want to engage students in high-level, cognitively demanding mathematics tasks. The book does an excellent job of explaining the why and the how of implementing doing mathematics tasks. To top it off, this book has a treasure trove of rich mathematics tasks for teachers to choose from.”

Kyndall Brown
California Mathematics Project

“This book takes the mystery out of how to implement rich, engaging tasks. It supports teachers with appropriately facilitating productive struggle and formative assessment through strengths spotting, and includes loads of fantastically written tasks. No longer will teachers need to hunt for tasks to utilize in their classrooms or struggle with how to structure environments that promote deep learning.”

Natalie Crist
Baltimore County Public Schools

“Finding the right task that invites young learners to think and reason mathematically isn’t always easy. This impressive book offers various high-quality tasks and addresses planning and implementation considerations. It is an invaluable resource for everyone who strives to provide worthwhile learning experiences for kindergarten and first grade mathematicians!”

Susie Katt
Lincoln Public Schools

Beth McCord Kobett

Beth McCord Kobett, EdD, is a professor in the School of Education at Stevenson University, where she works with preservice teachers and leads professional learning efforts in mathematics education both regionally and nationally. She is also the lead consultant for the Elementary Mathematics and Specialist and Teacher Leadership Project. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. She is the current president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and former chair of the Professional Development Services Committee of the National Council... More About Author

Francis M. Fennell

Karen S. Karp

Karen S. Karp is a professor in the School of Education at Johns Hopkins University. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville, where she received the President’s Distinguished Teaching Award and the Distinguished Service Award for a Career of Service. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She is a member of the author panel for the What Works Clearinghouse Practice Guide on... More About Author

Desiree Y. Harrison

Desiree Harrison is an elementary mathematics coach for Farmington Public Schools in Michigan, where she works with individual teachers and teams of teachers on increasing student engagement and learning, and implementing math routines. Currently, she serves as a board member for the National Council of Teachers of Mathematics and is the immediate past president of the Detroit Area Council of Teachers of Mathematics (DACTM). In May 2020, Desiree became the latest recipient of the DACTM Christine Kincaid-Dewey Educator of the Year award, which is focused on service to the mathematics education community and increasing student engagement... More About Author

Barbara Ann Swartz

For instructors

Purchasing options

Please select a format:

ISBN: 9781544399133