Low Floor High Ceiling Math

Low floor high ceiling who s in the room.

Low floor high ceiling math. A high floor is a barrier. In other words everyone can get started and everyone can get stuck. These rich problems have the following characteristics. Require an inquiry approach when solving.

Middle level math teacher math curriculum leader other present a problem. If the floor s too high some kids can t get started. Low threshold high ceiling tasks are activities that everyone in a group can begin and then work on at their own level of engagement but which has lots of possibilities for the participant to do much more. Low floor high ceiling problems give all students access to the problem and can be extended to high levels.

In our article low threshold high ceiling an introduction we outline what we mean by low threshold high ceiling and why we like low threshold high ceiling tasks in this article we build on those ideas to discuss the key features of a low threshold high ceiling classroom. Low floor high ceiling tasks work for everyone by definition a lfhc task is a mathematical activity where everyone in the group can begin and then work on at their own level of engagement. In this updated feature we bring together our favourite low threshold high ceiling tasks as well as two articles which will support you. Brainstorm a few possible ways to proceed let students explore.

Discussion about implementation of awesome tasks to engage kids and teach across standards in mathematics. Chess s floor appears so high that they just never got going. Low floor high ceiling problem structures. Chess has a high floor evidenced by how many college educated adults i ve met who cannot play.

We want tasks with low floors so many students can get started easily. A low floor is inviting. A low threshold high ceiling task is one which is designed to be mathematically accessible and to have built in extension opportunities. Step back and let the learning happen provide a variety of materials to explore with observe ask.

Low floor high ceiling mathematics has 18 517 members. Do not have a predetermined solution pathway in advance. Tasks present possibilities for the participants to do much more challenging mathematics. Lfhc tasks allow students work at different paces and take work to different depths at different times.

These tasks are important because all classes are heterogeneous. The resources below have examples of these problems tips for modifying problems for access and challenge and structures that can be used to increase access and challenge. Low floor high ceiling tasks are those that all students can access but that can be extended to high levels. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed.