Low Floor High Ceiling Math Tasks

Require an inquiry approach when solving.

Low floor high ceiling math tasks.

In other words everyone can get started and everyone can get stuck. Low floor and high ceiling it should be our goal to develop tasks that all students can get started with but that also scale up for students who are ready for more. Lfhc tasks allow students work at different paces and take work to different depths at different times. For example 7 3 2 has a low floor as one can find the sum by counting all but the goal is to get students to make ten.

The ultimate low floor high ceiling math task tweet last spring when i was doing the mathematical mindsets book study i wrote a lot about rich mathematical tasks that all students can access but that also keep going or growing for students who need more challenge. In this updated feature we bring together our favourite low threshold high ceiling tasks as well as two articles which will support you in creating a low threshold high ceiling classroom. Low floor high ceiling tasks are those that all students can access but that can be extended to high levels. 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.

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 are those that all students can access but can be extended to high levels taken from you cubed. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. 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.

These rich problems have the following characteristics. An lthc classroom is one in which the teacher has an lthc approach which implies a certain pedagogy as well as the use of lthc tasks. This is the easiest way to create a task that can work for everyone. These tasks are important because all classes are heterogeneous.

Tasks present possibilities for the participants to do much more challenging mathematics. Low floor high ceiling tasks are those that are accessible to all but continue to provide challenge to those who find it easy initially. Do not have a predetermined solution pathway in advance.