Low Floor High Ceiling Math

Require an inquiry approach when solving.

Low floor high ceiling math.

Low floor high ceiling who s in the room. Low floor high ceiling tasks are those that all students can access but that can be extended to high levels. Middle level math teacher math curriculum leader other present a problem. 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.

Step back and let the learning happen provide a variety of materials to explore with observe ask. Chess has a high floor evidenced by how many college educated adults i ve met who cannot play. Discussion about implementation of awesome tasks to engage kids and teach across standards in mathematics. Low floor high ceiling problem structures.

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

These tasks are important because all classes are heterogeneous. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed. Lfhc tasks allow students work at different paces and take work to different depths at different times. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck.

We want tasks with low floors so many students can get started easily. 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. Brainstorm a few possible ways to proceed let students explore. Chess s floor appears so high that they just never got going.

Low floor high ceiling mathematics has 18 517 members. 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 problems give all students access to the problem and can be extended to high levels. 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.

In other words everyone can get started and everyone can get stuck. The low floor high ceiling tasks preferred are those that are also. A low threshold high ceiling task is one which is designed to be mathematically accessible and to have built in extension opportunities. If the floor s too high some kids can t get started.