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I enjoyed using the RFG framework to modify tasks. It wasn't overwhelming and allowed me to see how to modify the tasks!

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It was a great way to see how we could be more flexible in allowing children different entry points for the problem.  I liked that we changed them from straight forward questions to showing multiple answers.

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It was a great way to see how we could be more flexible in allowing children different entry points for the problem.  I liked that we changed them from straight forward questions to showing multiple answers.

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By removing only 1 solution, the tasks allow for multiple entry points and various ways of thinking.

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By removing only 1 solution, the tasks allow for multiple entry points and various ways of thinking.

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It took me a few minutes to think of a different way to present the problem and still stay within the math standard being taught. But found a few fun ways to change it.

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I found it to be enriching and motivating! Thinking in this way, using the RFG model, challenges me to provide a better mathematical experience for my students where I can tap into their knowledge base and understand better where my next teaching point may be.

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I found it to be enriching and motivating! Thinking in this way, using the RFG model, challenges me to provide a better mathematical experience for my students where I can tap into their knowledge base and understand better where my next teaching point may be.

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We talked about not telling students the method they should use to solve the problem.  But to let them use whatever method is easier.  Also to show it in 2 ways to promote discussion on how they ways are similar and different.

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We talked about not telling students the method they should use to solve the problem.  But to let them use whatever method is easier.  Also to show it in 2 ways to promote discussion on how they ways are similar and different.

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I liked how the question or task providing more critical thinking and allowed the student to choose numbers to work with. It set up success.

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I liked how the question or task providing more critical thinking and allowed the student to choose numbers to work with. It set up success.

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Practicing with others made it more understandable.  This is something I can definitely share with my colleagues.

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Practicing with others made it more understandable.  This is something I can definitely share with my colleagues.

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It was a new take to take the emphasis off of the strategy, since the curriculum and accompanying assessments, are focused on using a specific strategy.

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Instead of students just having one solution, this is a way for all students to be able to participate and give their answers without being incorrect

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Using RFG often provides multiple entry points for students. This gives each student, grade level, below grade level, or above grade level, a place to enter.

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The framework makes tasks more open by allowing for different modes of thinking and ways of solving problems to become evident.

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The framework makes tasks more open by allowing for different modes of thinking and ways of solving problems to become evident.

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The RFG allows you to take a standard and create open ended tasks to see students thought process.

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It took me a few minutes to understand the framework and how it applies to the tasks. It was extremely helpful to look at tasks in different ways and how to turn one question into a few different questions, all being open.

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Opening tasks up increases equity because more students have access to the content when the tasks are flexible and contain multiple entry points.

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Provides multiple entry points and different outcomes to the same skill. It also allows students to see different thinking.

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Provides multiple entry points and different outcomes to the same skill. It also allows students to see different thinking.

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Open tasks allow any answer to be correct.

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It allows tasks and process to be focused on the demonstrating an understanding of the overall skill rather being focused on a strategy. It also provides student agency which allows students to select numbers and strategies that are comfortable to them.

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Allows for multiple entry points which enables students of different mathematical abilities to participate

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Allows for multiple entry points which enables students of different mathematical abilities to participate

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Using RFG promotes the Equity-Based Math Teaching Practices by providing the opportunity for all students to use their mathematical connections and for all to access the work from different entry points.

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Using RFG promotes the Equity-Based Math Teaching Practices by providing the opportunity for all students to use their mathematical connections and for all to access the work from different entry points.

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Opening tasks with the RFG framework allows teachers to affirm students mathematical ideas and as builds their confidence as learners.

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The RFG framework helps to formulate a task to be open-ended. This provides an opportunity for students to come up with a variety of solutions, instead of just one closed-ended response. 

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The RFG framework helps to formulate a task to be open-ended. This provides an opportunity for students to come up with a variety of solutions, instead of just one closed-ended response. 

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ONce students have as skill-set, they should be allowed to be free to use it solve problems - just like is done in the real world. This allows for connections between what they know and the grade-level task