Low Floor High Ceiling Maths Activities

Require an inquiry approach when solving.

Low floor high ceiling maths activities. These are problem solving activities which anyone could complete but where more sound maths knowledge would enable a more efficient method for solving. 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. Problem solving maths investigations for year 1 by nick barwick hamilton provide an extensive suite of problem solving maths investigations for year 1 to facilitate mathematical confidence investigative inquiry and the development of maths meta skills in low floor high ceiling activities for all. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck.

A low threshold high ceiling task is one which is designed to be mathematically accessible and to have built in extension opportunities. Low threshold high ceiling tasks are activities that everyone in a group can begin and then work on at their own level of engagement. Chess has a high floor evidenced by how many college educated adults i ve met who cannot play. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed.

Check out our new feature choose your own maths adventure for a week of inspirational math. But these tasks have lots of possibilities. Low floor high ceiling tasks. 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.

Start planning my week. Low floor high ceiling math problems have multiple entry points so they are accessible to all students but they can also be solved at higher levels. 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. We want tasks with low floors so many students can get started easily.

These rich problems have the following characteristics. A high floor is a barrier. Tasks present possibilities for the participants to do much more challenging mathematics. A low floor is inviting.

In other words everyone can get started and everyone can get stuck. If the floor s too high some kids can t get started.