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Allow multiple approaches to solutions

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Students feel confident enough to show case what they know.

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Students feel confident enough to show case what they know.

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Tasks should connect to the real world. Tasks should have relevance to the learner

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Promotes critical thinking

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Problems have a real purpose, contexts contain real purpose where using math helps in finding an answer.

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Problems have a real purpose, contexts contain real purpose where using math helps in finding an answer.

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Real world problems are beneficial to all learners.

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Should not just be a numeric value, but a solution that can be used to solve  and explain a problem based on its context.

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The task allows for interdisciplinary connections that may go beyond just one subject area

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All students should be engaged and be able to complete the task.

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We use the following four principles to create authentic problems:1.       Problems have a real purpose2.       Relevance to learners and their world3.       Doing mathematics adds something4.       Problems foster discussion

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We use the following four principles to create authentic problems:1.       Problems have a real purpose2.       Relevance to learners and their world3.       Doing mathematics adds something4.       Problems foster discussion

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Embedded in the task are also opportunities for self and peer assessment: they get immediate feedbacks that may lead to revision / further discussion, etc…

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problems should have real purpose, relevance and foster discussion 

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problems should have real purpose, relevance and foster discussion 

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Different levels of task

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Students discover and imagine new ways to solve problems

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Students discover and imagine new ways to solve problems

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Tasks are relatable and fun

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Real world connections that require reasoning and problem solving.

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Real world connections that require reasoning and problem solving.

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They have opportunities to communicate about the math (whys and hows) using content-specific language, thus improving on their fluency.

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Tasks should be layered, allowing all students to be engaged based on their strengths (Low Threshold/High Ceiling)

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Tasks should be layered, allowing all students to be engaged based on their strengths (Low Threshold/High Ceiling)

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Tasks should be accessible to all students- low floor/high ceiling

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Open questions with multiple ways to solve and suitable for all levels of learners

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Open questions with multiple ways to solve and suitable for all levels of learners

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They are engaged in the task because they can relate to it; they want to solve it because it is relevant to them.

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Allow for collaboration and foster discussion

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Students are collaborating, discussing strategies that they can present in various formats: visual, audio, digital ....

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Tasks should promote authentic dialogue.

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Tasks should be culturally relevant