You are here

Classroom-Ready Rich Math Tasks, Grades 2-3
Share

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



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
 
References
 
Index

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

Barbara Ann Swartz