Classroom-Ready Rich Math Tasks, Grades 2-3

Beth McCord Kobett serves as Professor and Dean in the School of Education at Stevenson University, where she works closely with early childhood, elementary, and middle school preservice teachers. She brings experience as a classroom teacher, mathematics specialist, and university supervisor.  Beth served on the NCTM Board and served as president of Association of Maryland Mathematics Teacher Educators. Beth has authored ten mathematics education books and supports professional learning efforts nationwide. She has been honored with awards such as the MCTM Mathematics Educator of the Year and Stevenson’s Rose Dawson Award for Excellence in Teaching. Deeply committed to her students, she strives to create a supportive, strengths-based learning environment that fosters curiosity, collaboration, and meaningful growth. Francis (Skip) Fennell is professor of education and Graduate and Professional Studies, emeritus at McDaniel College in Maryland. He is a former classroom teacher, principal, and supervisor of instruction, and past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council on Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM). He is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM), the Glenn Gilbert National Leadership Award from NCSM: Leadership in Mathematics Education, the Excellence in Leadership and Service in Mathematics Teacher Education Award from AMTE, the James Heddens Distinguished Service Award from RCML, and Lifetime Achievement Awards from both MCTM and NCTM. Skip’s many publications including Achieving Fluency: Special Education and Mathematics (NCTM, 2011), and The Formative 5: In Action (Corwin, 2024) have been influenced by his classroom experiences and decades long focus on assessment, number sense, fractions, elementary mathematics specialists and teacher education. Karen S. Karp is a mathematics educator who focuses on the intersection of mathematics education and special education.  She is a former professor at Johns Hopkins University and at the University of Louisville where she is professor emerita. Early in her career she received a Development Award from the Joseph P. Kennedy, Jr. Foundation to support more seamless integration between general education and special education. She is the author or co-author of numerous publications including Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades and Elementary and Middle School Mathematics. Karen was on the writing team of the NCTM/CEC Joint position statement on Teaching Mathematics to Students with Learning Disabilities. In 2024, she chaired the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K-12 special education, and K-12 educational administration.  Desiree Harrison is an elementary mathematics coach for Farmington Public Schools in Michigan, where she works with individual teachers and teams of teachers on increasing student engagement and learning, and implementing math routines. Currently, she serves as a board member for the National Council of Teachers of Mathematics and is the immediate past president of the Detroit Area Council of Teachers of Mathematics (DACTM). In May 2020, Desiree became the latest recipient of the DACTM Christine Kincaid-Dewey Educator of the Year award, which is focused on service to the mathematics education community and increasing student engagement with mathematics. She is super passionate about and involved in the field of elementary mathematics education and hosts the Kids Math Talk podcast, which is for educators and parents of elementary students and is devoted to keeping the conversation about mathematics active and positive.

• Chapter 1: Doing-Math Tasks: What Are They, Why Are They Important, and How Do I Plan for Implementation?Chapter 2: Laying the Groundwork for Teaching With Doing-Math TasksChapter 3: Implementing A Doing-Math Task-Based LessonChapter 4: Operations and Algebraic Thinking – Representing and Solving ProblemsChapter 5: Operations and Algebraic Thinking – Multiplication and Division FoundationsChapter 6: Operations and Algebraic Thinking: Understanding & Interpreting OperationsChapter 7: Number and Operations in Base Ten – Using Place Value UnderstandingsChapter 8: Number and Operations in Base Ten – Adding, Subtracting, and MoreChapter 9: Number and Operations in Base Ten – Adding, Subtracting, and MultiplyingChapter 10: Numbers and Operations: Fractions – Partitioning and RepresentingChapter 11: Number and Operations: Fractions – Equivalence, Comparing, and RepresentingChapter 12: Measurement: Time, Money, Length and WeightChapter 13: Measurement and Data: Measuring and Representing and Interpreting DataChapter 14: Geometric Measurement: Measurement, Perimeter, and AreaChapter 15: Geometry: Reasoning with Shapes and their AttributesChapter 16: Your TurnAppendix A: Task-Lesson TemplateAppendix B: Formative Assessment ToolsReferencesIndex

"This book’s title reveals its promise. Classroom-Ready Rich Math Tasks offers teachers an abundant collection of practical challenges for engaging their students in building mathematical fluency and developing strategic reasoning—exactly what all the Mathematics Standards expect."