Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Parents are important partners in achieving the Utah State Board of Education's vision that each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives. The purpose of this document is to help parents better understand what their children should learn, when a child may need more help or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child's learning at home while encouraging growth in their communication, critical thinking and problem-solving skills.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 1000.

The focus of the Ten Tens is a Hundred intervention is to help students be efficient when counting large numbers of objects. It has students bundle straws or stirrers to make groups of ten and then groups of a hundred.

The focus of Three-Digit Number Recognition intervention is naming three-digit numbers that are modeled with base ten blocks. It also includes naming three-digit numbers from base ten blocks which are presented in random order. For example: 5 tens, 2 ones, and 4 hundreds.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 100.

In this task students explore changing areas and patterns of numbers. It is a low floor high ceiling task that can be used with many grade levels. The question posed is : what is the biggest fence that can be made out of 36 pieces of fence?

This is a quick game that can be played to practice addition. It provides fun by tempting a player with making that next roll to get a higher score. Soft dice or an app to simulate a dice roll can make this a quiet activity for fun and practice.

This is a paper and pencil version of an old game. It is fun for young children and anyone can enjoy the game of chance mixed with the fun of finding a strategy. There is even more opportunity for conversation about odds and probability.

This task comes from a book in a series of three books by Math Solutions, called Math for All: Differentiating Instruction. This is another investigation where students can practice addition and think about combinatorics Ð a nice way of organizing counting. The task ends with asking students to write about their thinking.