Low Floor High Ceiling Mathematics

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.

Low floor high ceiling mathematics.

If the floor s too high some kids can t get started. Do not have a predetermined solution pathway in advance. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. Lfhc tasks allow students work at different paces and take work to different depths at different times.

Chess has a high floor evidenced by how many college educated adults i ve met who cannot play. Low floor high ceiling tasks work for everyone. This resource contains 10 task cards with one problem each or 5 worksheets with 2 problems each. 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.

Require an inquiry approach when solving. A high floor is a barrier. Chess s floor appears so high that they just never got going. Low floor high ceiling tasks.

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. Tasks present possibilities for the participants to do much more challenging mathematics. 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.

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. These tasks are important because all classes are heterogeneous. Discussion about implementation of awesome tasks to engage kids and teach across standards in mathematics. Each problem has a goal number and 8 nu.

We want tasks with low floors so many students can get started easily. These rich problems have the following characteristics. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed. Low floor high ceiling tasks are those that all students can access but that can be extended to high levels.