Low Floor High Ceiling Tasks Fractions

A low threshold high ceiling task is one which is designed to be mathematically accessible and to have built in extension opportunities.

Low floor high ceiling tasks fractions.

Low floor high ceiling tasks. 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. In other words everyone can get started and everyone can get stuck. Start planning my week.

The floor tells us how easy it is to get going with the task. I believe the high ceiling low floor phrase comes from jo boaler but i heard about it via dan meyer. In this updated feature we bring together our favourite low threshold high ceiling tasks as well as two articles which will support you. 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.

A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. Free printable low floor high ceiling problems used in a co op class setting for kids between the ages of 9 and 14. Require an inquiry approach when solving. Low floor high ceiling tasks with the opportunity for a variety of starting points and a high ceiling.

Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed. Their prior learning with fractions that you need to multiply or divide both parts of a fraction or ratio by the same number to maintain equivalence is an important resource for the problem solving endeavour. Low floor high ceiling tasks. Do not have a predetermined solution pathway in advance.

Check out our new feature choose your own maths adventure for a week of inspirational math. The low floor high ceiling tasks preferred are those that are also. Lfhc tasks allow students work at different paces and take work to different depths at different times. Tic tac toe is an example of a game with a low floor.

These tasks are important because all classes are heterogeneous. Low floor high ceiling tasks are those that all students can access but that can be extended to high levels. These rich problems have the following characteristics. Supporting material if applicable allows for identification of areas for development and greater practise at these questions.