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Task: students will

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3rd Grade- Multiplying by 9- Nicole Affronti

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3rd Grade- Multiplying by 9- Nicole Affronti

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Task: Students will be able to find the product by multiplying by 9 through practice and problem solving.

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Task: Students will identify the fractions of a whole by looking at a model. They will be able to form their own model and label each part.

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Tasks: Students will be adding a three digit number with a two digit number.

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Tasks: Students will skip count to count large numbers by using counting patterns. They will be able to count by 2's, 5's and 10's. To increase cognitive demand, students will use manipulatives to skip count by 3's and ask them to find the counting pattern from 3-18.

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Task: students will have four or five addition problems in front of them. The problems will be adding two digit numbers by to digit numbers. To increase cognitive demand, the students will be split into groups of two or three, and they will have to come up with a story that naturally fits with the problem. They will solve their new story problem using correct labels and a visual representation of their method for adding the problem. This could be a strip diagram or a picture, etc. They will do this for each addition problem.

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Task: Students will explore several multiplication problems. To increase cognitive demand I will ask them to think of a real-life situation that describes the problem, have them write it out and then solve it.  I will then ask students to see if they can think of different ways to solve the problem.

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Kindergarten- Counting - Jackie Stephens

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Kindergarten- Counting - Jackie Stephens

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Task: counting in groups of ten, rote counting

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3rd Grade- Time Intervals- Madalynn Fousek 

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3rd Grade- Time Intervals- Madalynn Fousek 

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Task: Students will be able to determine time intervals to solve problems. To increase cognitive demand I will ask questions on how they can think of different ways to master time intervals. (Counting by 5s, a number line multiplication, etc.) As I am asking these questions I want all of my students to be able to do understand time intervals in these multiple ways, so students will work in groups to help each other figure out how to be masters at tim intervals.

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Task: Students will use stacking blocks to visually represent numbers and reorganize them to be level to see how a mean works.

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Task: Students will be given addition equation 2+7. To increase cognitive demand, I will give students manipulatives and have them show me multiple ways to solve the problem.

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4th grade- Probability of Spinners Emily K

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4th grade- Probability of Spinners Emily K

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Task: Student will explore probability by analyzing spinners (colored wheels). Using fractions, they will write the probability of different outcomes. To increase cognitive demand students will create their own spinners and then assess the outcomes of several other students’ spinners.

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Task: students will be given a set amount that they will have to say which coins add up to make that amount. To increase cognitive demand when they are done I want them to come up with two other ways that they can add coins up to equal the same amount.

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Task: Students will look at a subtraction equation (ex: 5-2=) which is includes visuals in the book and find the answer. To increase cognitive demand I will ask questions such as can you solve the problem another way (crossing out the objects you subtract one at a time, counting the group you will subtract out of the whole, etc.) and how did you get this answer. I will also have manipulatives handy for those who want to use them and look into real life application using money.

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4th Grade - Multiplying Two-Digit Numbers by One-Digit Numbers - Leah M

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4th Grade - Multiplying Two-Digit Numbers by One-Digit Numbers - Leah M

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Task: Students will take a look at a variety of multiplication problems that are multiplying one-digit by two digits numbers. To increase the cognitive demand I will ask them to give 2-3 different ways to find their answer. Then I will have them turn to a partner and explain to them how they can connect one of their approaches to a real world situations.

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Task: Students will look at a numerical pattern, and be able to continue the pattern. To increase cognitive demand, I want my students to be able to explain what is happening in the pattern, and explain how they know what the next several numbers will be. I also want students to include a visual to be able to actually see how the values are increasing or decreasing. (ex. - blocks, shapes, charts, etc.)

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3rd Grade- Line Segments and Angles- Taylor Roby

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3rd Grade- Line Segments and Angles- Taylor Roby

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Task: To have students identify and classify angles as right, acute, or obtuse by prompting students to represent the information in a variety of ways (with a drawing, 3D model, in a table, a graph, an equation, with a context) and to then explain to a partner why they chose to classify and represent the angle in the way they did.

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Task: To teach the thousandth place value, have students create a visual representation by using manipulatives of blocks to show the thousandth place. Also, have them explain how they got their answer.
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Have students write the number four different ways such as: standard form, word form, base ten form, and expanded form.