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The response of the folks who got to see Peter in person was overwhelmingly positive. And we know that there are many other math teachers who were not at one of the workshops but who've read the book and are starting to implement the 14 practices in their classrooms. We want to support these efforts! As a result, here is what we are thinking so far-we would love your suggestions:

1. We have already booked Peter to come back to Connecticut next May.

2. Everyone who registered for one of Peter's workshops has been added to a separate mailing list, and if you are interested in being part of the BTC community of learners, please use this link to sign up . Anyone can add their name. And if you know anyone who is implementing or interested in BTC, please send them the link to the mailing list. You won't be snowed with emails-you'll hear from us occasionally when we have something new to share-and of course you can unsubscribe at any time.

3. We will keep this website updated, and eventually expand it, so that it becomes a hub for relevant information.

4. We have created a small advisory group including folks from the state department of education, universities, district central office, and we hope to add a couple of teachers and building leaders.

5. Derby hosts a regular community of practice for leaders in a variety of roles-there's a meeting coming up on June 5th, and we are going to devote that meeting to following up on the BTC workshops. The details (start and end time, for example) have yet to be ironed out, but it will be most of the day, and we can accommodate a large group in the space, the Derby Fieldhouse, which is a wonderful facility. (Shout out to the superintendent, Matt Conway, who has allowed us to use the space on a number of occasions-much appreciated!) If you'd like to join us, register here , no cost.

6. We are hosting a workshop for math coaches who are supporting the implementation of BTC on October 18 at Mercy-by-the-Sea. We'll talk about the relationship between BTC and a district's strategy and vision for high quality instruction, and how to create the conditions for implementation of BTC. And coaches will be able to network and learn from each other. Register here , $90 per person, including breakfast, lunch, and a copy of Making Coaching Matter .

7. We know that there are many schools and districts where there is interest in implementing BTC but they don't have anyone in-district who has any experience with the 14 practices. We would like to create a database of interested folks so that expertise can be shared across districts-we have some design work to do on that, but stay tuned!

8. We are going to host a meeting for teachers who are interested in talking about how to "fill in the gaps" in BTC, i.e. provide further detail on implementation that teachers can use, so that they benefit from the wisdom of each other and don't have to learn everything about implementation from their own trial and error. We hope this turns into a robust and supportive community of practice. The first meeting will be on June 30th, 9am-noonish, at the Milford BoE. Register here , no cost.

If you have any other feedback, or suggestions for how we can further support efforts to implement BTC, please email Isobel at istevenson@partnersforel.org .

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Partners for Educational Leadership sponsors Building Thinking Classrooms in Mathematics

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Welcome to Partners for Educational Leadership website for Building Thinking Classrooms

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Ep272: How To Consolidate & Close Your BTC Lesson [Part 2]

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Ep272: How To Consolidate & Close Your Building Thinking Classroom Lesson [Part 2]

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Peter Liljedahl 8 18 24   Building Thinking Classroom Facebook Live mp4

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93: Peter Liljedahl: Two Strategies for Consolidation - Mona Math

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93: Peter Liljedahl: Two Strategies for Consolidation - Mona Math

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Today we have Peter Liljedahl, author of Building Thinking Classrooms, joining us to talk about strategies for consolidation

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Structure for Closing Out a Lesson (Editable)

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Webinar: How Do We Consolidate Student Thinking? 

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Webinar: How Do We Consolidate Student Thinking? 

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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by Michelle Reich

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Autumn Shuchart

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In today's episode, I talk with Alison Fox Mazzola who is a K-8 math coach in California. She so beautifully shares how the mathematical practices are naturally embedded within the thinking classroom. Be prepared to love every word.
Alison's website

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11. Living the Mathematical Life with Alison Fox Mazzola by Little Minds Big Thinkers

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In today's episode, I talk with Alison Fox Mazzola who is a K-8 math coach in California. She so beautifully shares how the mathematical practices are naturally embedded within the thinking classroom. Be prepared to love every word. Alison's website

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Randomized grouping: shapes, letters, numbers, 9 colors.
Students don't know how teacher will randomize each day: same group by shapes or by shapes colors, etc.
So each set has 2 ways to group or 6 total.

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Lewis Carroll, Peter Liljedahl, Felmer, Kilpatrick, Pekhonen, Amado, Jones, Holm, Chernoff

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building thinking classrooms - ppt download

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You Must Read Building Thinking Classrooms in Mathematics By Peter Liljedahl - Robert Kaplinsky

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You Must Read Building Thinking Classrooms in Mathematics By Peter Liljedahl - Robert Kaplinsky

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Building Thinking Classrooms in Mathematics by Peter Liljedahl has more potential to improve the way we teach mathematics than any other book I have ever read.

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3 Small Changes that have Big Effects on Student Thinking

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3 Small Changes that have Big Effects on Student Thinking

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If these are challenges in your classrooms during anchor tasks, here are three small tweaks, rooted in Liljedahl’s research, that will push all your students to engage in thinking in your classroom.

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Vertical Non-Permanent Surfaces Sketch Note

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Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?

Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

First published in 2020 as the book Building Thinking Classrooms in Mathematics, the BTC model has become a global phenomenon. Educators around the world-from the United States and Canada to Norway to Japan-are finding that when implementing these 14 practices-even if in incrementally over time-their students have become more engaged and more excited to learn mathematics.

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About BTC | Building Thinking Classrooms

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Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?

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Toolkit #1 - Building Thinking Classrooms Sketchnote (A Klassen) - updated 07_2022

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Sharing Building Thinking Classroom Tasks.pptx

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Karen Lirenman

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Sharing Building Thinking Classroom Tasks.pptx

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Building Thinking Diagrams: Venn Diagram Icebreaker First Day of School Activity

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Building Thinking Diagrams: Venn Diagram Icebreaker First Day of School Activity

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… efforts to intensify attention to the traditional mathematics curriculum do not necessarily lead to increased competency with quantitative data and numbers. While perhaps surprising to many in the public, this conclusion follows from a simple recognition that is, unlike mathematics, numeracy does not so much lead upwards in an ascending pursuit of abstraction as it moves outward toward an ever richer engagement with life’s diverse contexts and situations.

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This page contains video's of all of the card tricks I use in my teaching. Each video is just me performing the trick with slight commentary but no solutions. The tricks can all be solved using mathematics and mathematical thinking. Thank you to Jamie Mulholland for filming and editing these videos.Â

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This page contains video's of all of the card tricks I use in my teaching. Each video is just me performing the trick with slight commentary but no solutions. The tricks can all be solved using mathematics and mathematical thinking.

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Teacher Resources | Alicia Burdess | Grande Prairie Alberta

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Teaching through Problem Solving (Alicia Burdess)

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Teaching through Problem Solving (Alicia Burdess)

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Teacher Resources | Alicia Burdess | Grande Prairie Alberta

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The Alicia Burdess website is a resource site for free excellent teacher resources and downloads.

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Mathematics Tasks by Grade Level | Shannon Olson

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Mathematics Tasks by Grade Level | Shannon Olson

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

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The page you are trying to reach does not exist or has been moved. You can either search for the item you are looking for or go to our home page.

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Here's a link on Canva. You can make a copy and edit as needed.

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Check out this Pinterest Pin designed by Eunice Chu.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Input a class list, and generate random groups / teams!

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Dry erase mistakes, solve math problems, brainstorm, and generate ideas with a portable eco-friendly non-permanent reusable whiteboard notebook & flip chart.

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Question Prompts Graphic Thinking Classroom

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Toolkit #2 - Building Thinking Classrooms Sketchnote (A Klassen) - updated 07_2022

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Toolkit #3 - Building Thinking Classrooms Sketchnote (A Klassen) - updated 07_2022

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Toolkit #4 - Building Thinking Classrooms Sketchnote (A Klassen) - updated 07_2022

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Resources for teaching STEM to students.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Rich Mathematical Tasks | Virginia Department of Education

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Introduction

Rich mathematical tasks engage students in sense-making through deeper learning that require high levels of thinking, reasoning, and problem solving. The VDOE Rich Mathematical Task Committee, composed of mathematics teacher leaders from across the Commonwealth, created mathematically rich tasks aligned to the 2016 Mathematics Standards of Learning. The committee created task implementation templates prior to administering the tasks in classrooms. For many of the tasks, the committee scored the tasks individually, calibrated their scoring with a team, provided scoring rationales and selected student work to serve as anchor papers. The Virginia Department of Education would like to extend a special thank you to the Rich Mathematical Task Committee, as well as their colleagues who supported this work in their divisions.

Planning for Remote Implementation of Rich Mathematical Tasks

These resources, along with the Planning for Remote Implementation of Rich Mathematical Tasks guidance document, are provided to support teachers in implementing the 2016 Mathematics Standards of Learning in their classrooms. Teachers are encouraged to not only use these tasks with their students, but also to endeavor to implement them with fidelity by utilizing the detailed information provided in the task implementation templates.

Webinars to Support Remote Implementation of Rich Mathematical Tasks

Kindergarten

Building Towers Task

Picking Apples Task

Sharing Cookies Task

Shape Riddles Task

Mixed Blocks Task

Morning Routine Task

Grade 1

Comparing Points Task

Toy Cars Task

Nature Walk Task

Doubles Game Task

Playing with Patterns Task

How Can They Be Equal? Task

Grade 2

Mystery Number Task

Sticker Sets Task

Bracelet Task

Brownie Pans Task

Talking Sticks Task

Coins in Pocket Task

How Many Tables Task

Number of Students Task

Grade 3

Packing Pencils Task

Pizza Party Task

Carnival Prizes Task

Baskets of Apples Task

Money in the Piggy Bank Task

Polygon Puzzles Task

Grade 4

Special Delivery Task

Taco Tuesday Task

Trip Transportation Task

Pouring Paints Task

Lunch at Leonardo's Task

Camping Combinations Task

Exploring Quadrilaterals Task

Equality Possibilities Task

Grade 5

Saving for a Bicycle Task

Room for Shoes Task

Trail Mix Time Task

Bus A or Bus B Task

Angle Design Task

Designing Windows Task

Grade 6

Winning the Game Task

Cookie Topping Task

Smart Shopper Task

Tracking Sharks Task

Designing a Dog Park Task

Pizza Delivery Task

Screen Time Task

Grade 7

Which Microscope Task

The Bake Sale Fundraiser Task

Shipping Box Task

A Walk in the Park Task

Spin, Spin, Spin Task

Summer Passes Task

Gardening Task

Grade 8

The Principal's Dilemma Task

Monster Transformations Task

Longest Path Task

It's Your Lucky Day Task

Peanut Butter Task

How Many Stones Will I Need Task

Algebra I

Shopping Translations Task

Flower Gardens Task

Seesaw Fun Task

Full Parking Lot Task

Radical Rocks Task

The Trampoline PartyTask

Bicycle Savings Task

The Soccer Competition Task

We're Playing Basketball Task

Geometry

Logical Drivers Task

Lines and Tigers and Bears, Oh My! Task

Airshow Task

Take Me Out to the Ball Game Task

Sea Cities Task

Shake, Rattle, and Roll Task

Algebra II

Drone's Best Friend Task

Function of a Ride Task

Animate It Task

Wildfires Task

Algae Attack Task

Blank Task Template

Rich Mathematical Task Rubric

Acknowledgments

The Virginia Department of Education would like to extend a special thank you to the Rich Mathematical Task Committee, as well as their colleagues who supported this work in their divisions.

Candice Barkley, Henrico County Public Schools

Jessica Brown, Gloucester County Public Schools

Kaitlyn Bookbinder, Henrico County Public Schools

April Cooke, Fairfax County Public Schools

Kelly Day, Virginia Beach City Public Schools

Michelle Deloach, Chesterfield County Public Schools

Allison Crisher DePiro, Virginia Beach City Public Schools

Katelyn Devine, Henrico County Public Schools

Jenna Filipowicz, Virginia Beach City Public Schools

Kris Gushue, Prince William County Public Schools

Kelly Halpin, Fairfax County Public Schools

Endia Hatcher, Portsmouth Public Schools

Melanie Jenkins, Gloucester County Public Schools

Jenny Jones, Hanover County Public Schools

Tisha Jones, Portsmouth Public Schools

Leslie Laden, Stafford County Public Schools

Kimberly Lawrence, Hanover County Public Schools

Lynn Meade, Henrico County Public Schools

Kathryn Munson, Chesterfield County Public Schools

Anna Papas, Stafford County Public Schools

Sarah Porter, Suffolk Public Schools

Candice Standley, Culpeper County Public Schools

Donna Snyder, Roanoke City Public Schools

Holly Tate, Alexandria City Public Schools

David VanVleet, Fairfax County Public Schools

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Rich Mathematical Tasks | Virginia Department of Education

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Teaching, Learning & Assessment » K-12 Standards & Instruction » Mathematics » Instructional Resources

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Teaching Math with Rich Problems

While an appropriate problem is crucial to immersing students in deep thinking about mathematics, student engagement in conceptual learning is also heavily influenced by pedagogical practices. In order to facilitate students' grappling with ideas and mathematical reasoning, tasks should focus on learning goals and be constructed and presented in ways that, as much as possible, mitigate or eliminate challenges related to memory, language (including reading and writing), psychosocial factors, etc. when they are not essential to the goals of the tasks. When specific challenges are essential to mathematical goals, supports should be provided for those who need them. Problems should be presented in an accessible manner and students should be encouraged to represent their thinking in a variety of ways. A mathematical idea or problem solution can often be represented in a sophisticated and powerful way using visual representations and/or physical models.

Rich problems, in contrast to mere applications of skills, often require trying things out, and making mistakes. Students must feel comfortable taking risks and using mistakes to learn. Often, they must be explicitly told that mistakes are both "expected and respected." Furthermore, learning from mistakes takes time, and teachers need to provide the time for attempts, failures, and reattempts. Perseverance comes from this iterative process. Teachers can facilitate deep thinking by suggesting avenues to explore, but not providing the kind of information that leads directly to an answer or use of only a single strategy. Teachers can also model making mistakes and learning from them.

Teachers can also promote communication skills by recognizing students as the authority on their own work. Students who learn to convince themselves and others of the validity of their work understand mathematics more deeply, develop strong communication skills, and become more confident in their capacity to learn. Some useful questions are: "What do you see?" "What does that remind you of?" "What are you thinking about?" "Will that work?" "What can't work?" "Why does that make sense?" "Can you convince me?" Teachers can also anticipate common misconceptions students make in particular situations and be prepared with topic-specific questions.

In sum, rich problems offer ALL students an opportunity to engage deeply in the mathematical ideas they are learning, to become fluent users of mathematics in a variety of settings, and to communicate their thinking. Success in using rich problems in the classroom depends on choosing appropriate problems, presenting them in ways that are accessible to students with a variety of neurodevelopmental strengths and challenges, and creating a classroom culture that encourages students to explore ideas and possibilities, make mistakes, and learn from each other through sharing their work.

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Teaching Math with Rich Problems While an appropriate problem is crucial to immersing students in deep thinking about mathematics, student engagement in conceptual learning is also heavily influenced by pedagogical practices.

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Tools 4 NC Teachers | Math Science Partnership Grant Website

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Free Random Grouping Cards For Visible Random Groupings

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Download our pre-made random grouping cards so you can create visible random groups in your math class every day.

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Allows you to mark absent students & block certain partnerships

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Spend more time teaching and less time repeating yourself. Classroomscreen is what your students need to stay on task, so you can save your voice for teaching.

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ODP Business Solutions® Workspace Interiors

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Front and Center to Student-Centered: DeFront Your Classroom

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Let’s take a closer look at the goals behind a student-centered classroom setup, as well as techniques to be successful with a defront classroom.

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I have been using Peter Liljedahl's Building Thinking Classrooms in Mathematics all year. I talked about the beginning of this adventure and shared some sorting cards that I planned to used with my class.

My sorting cards have been wonderful for most of my classes. I have classes of 26-30 students and the cards sort them perfectly. I have received a lot of questions about how to sort when you have fewer students. I sort as usual, then combine groups that are 1 or 2 students to form my groups of 3. I know some people don't want that hassle.

I also have ONE class where a few boys will "cheat" and convince people to switch cards after an item has been selected. These boys do not work well together and their actions diminish the positive learning environment in my classroom.

This Google Sheet is the solution I came up with. It can really solve both of the problems listed above.
Random Group Picker Google Sheet

At first glance, you don't notice that I have placed Bellatrix, Voldemort, and Yaxely in specific cells. They don't work well together and I don't want them to end up in the same group. Before class each day, I move them to different cells, but never together. Everyone else is randomly placed in the cells when I click randomize.

The great thing about grouping this way is the endless customization. Notice I don't have a group 4. If you have smaller class sizes, you can decide how many groups you want and where you want groups to be. I used groups of 3, but you could make groups of 4. There are so many possibilities.

This isn't as fun or engaging as the sorting cards although I display it on the projector and use the confetti cannon extension after it randomly selects.

My students LOVE the sorting cards, but sometimes you need an alternative. This was my solution. I hope you find it useful.

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Building Thinking Classrooms - Infinitely Teaching

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I have been using Peter Liljedahl's Building Thinking Classrooms in Mathematics all year. I talked about the beginning of this adventure and shared some sorting cards that I planned to used with my class. My sorting cards have been wonderful for most of my classes.

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Using Rubrics for 'Targeted Feedback' (Opinion)

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Three educators discuss the why's and how's of rubrics for assessment.

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Real World Math Lessons | 3 Act Math Tasks | Math Worksheets & Practice

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Browse through over 60 complete K-12 math units of study chalked full of problem based investigations, 3 act math tasks, visual number talks, consolidation prompts and purposeful practice worksheets to Spark Curiosity & Fuel Sensemaking in every student.

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Real World Math Lessons | 3 Act Math Tasks | Math Worksheets & Practice

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Contextual problem based real world math lessons with rich math tasks, multi-day 3 act math tasks, math practice materials and math worksheets

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Ultimate Tic Tac Toe Rules and About

Ultimate Tic Tac Toe is like normal Tic Tac Toe but on a larger scale and with an interesting twist. Whereas normal Tic Tac Toe will pretty much always result in a draw (for two reasonably good players), Ultimate Tic Tac Toe requires a lot more skill to master.

Rules

Ultimate Tic Tac Toe is 9 normal games of Tic Tac Toe played simultaneously. The board is made up of 9 tiles, each of which contains 9 squares. Your move will dictate where your opponent can play however. So if you play your piece in the top right square of a tile, then your opponent must play their next piece in the top right tile.

There are two variations of this game:

First Tile Wins - The first player to win a single tile.

3 Tiles in a Row (harder) - The first player to win 3 tiles in a row wins.

The first player get's to place their piece in any square on the board. After that you are are limited to the tile your opponent sends you to. There are two exceptions to this however.

Your opponent sends you to a tile that has already been won (either by you or them).

Your opponent sends you to a tile which is full.

If either of these occur then you get an open turn and may place your piece on any tile you like.

About

This is a great game to play:

By yourself against the computer.

Against a friend.

On your tablet or other mobile device.

On a smartboard with the class.

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Online ultimate tic tac toe. Play against the computer or a friend.

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Demonstration Magnetic Dry-Erase Coordinate Grid

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Demonstration Magnetic Dry-Erase Coordinate Grid

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This oversized write-on/wipe-off magnet makes demonstrating graphing concepts a breeze! Sticks firmly to any magnetic surface. Ideal for use with our Slopeometer! Measures 22″ x 22″ with 1″ squares.