BTC Non-Curricular Tasks Sharing (K-12)

	A	B	C
1	Name of Site	Link	Notes
2	Non-Curricular Tasks- These sites contain problems that are not related to any particular curriculm or content standards but are excellent for building teamwork and problem solving skills.
3	Peter Liljedahl's Site	https://www.peterliljedahl.com/teachers/good-problem	Good problems from Peter's website.
4	Peter Liljedahl's Site	https://www.peterliljedahl.com/teachers/card-tricks	Card Tricks from Peter's website.
5	Peter Liljedahl's Site	https://www.peterliljedahl.com/teachers/numeracy-tasks	Numeracy Tasks by grade span
6	Weekly Math Tasks	https://www.bcamt.ca/weeklymathtasks/	Collection of Non-curricular tasks (4-12)
7	Puzzles, games	https://mathequalslove.net/	games, puzzles, brainteasers
8	Alicia Burdess	https://www.magicalmathjourney.com/teacher-resources	Full curriculums for 2nd, 3rd, and 8th grade (scroll to the bottom), but many of the tasks are noncurricular and span multiple grade levels.
9	Fermi Problems	https://www.innovativeteachingideas.com/blog/an-excellent-collection-of-fermi-problems-for-your-class	Fermi problems are big, open tasks. Ex How many tennis balls would cover a soccer field?
10	Duane's Collection (Doc)	https://docs.google.com/document/d/1EMq1w2gdI--oSN5cRUrItqSzvjQq7VMXwkOu2O1Wz3Q/edit?usp=drivesdk	collection of tasks shared by Duane Harbecker on Twitter (@dharbecker)
11	BCAMT	https://www.bcamt.ca/weeklymathtasks/	collection of noncurricular tasks for middle and high school from British Colombia Association of Math Teachers
12	Curricular Tasks- These sites contain problems that are more easily applied to content specific math, but do contain some problems that could be considered noncurricular.
13	Nrich	https://nrich.maths.org/	UK Site (grade levels are slightly different)
14	Youcubed	https://www.youcubed.org/	Tasks from Jo Boaler at Stanford
15	Open Middle	http://www.openmiddle.com/	Problems with multiple pathways/answers. DOK level 2 and 3 problems that can replace worksheet practice.
16	Math Pickle	https://mathpickle.com/organized-by-grade/	Puzzles/problems
17	Inside Mathematics	https://www.insidemathematics.org/problems-of-the-month/download-problems-of-the-month	Problems of the Month
18	MAP/MARS	https://www.map.mathshell.org/index.php	Formative Assessment Lessons and Tasks by grade level (6-HS)
19	SVMI	https://svmimac.org/	Silicon Valley Mathematics Initiative- District Membership required- Performance tasks (MARS/MAC tasks and problems of the month
20	NCTM	https://www.nctm.org/Classroom-Resources/Browse-All/?cp=1&tx=2682	Problems to browse (some you need to be a memeber)
21	3-Act Tasks- Graham Fletcher	https://gfletchy.com/3-act-lessons/	K-5 Tasks listed by grade/standard
22	3-Act Tasks Kristen Acosta	https://kristenacosta.com/3-acts/	K-6 tasks
23	3-Act Tasks- Dan Meyer	https://docs.google.com/spreadsheets/u/0/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html	Secondary Tasks- standard listed
24	3-Act Tasks	https://tapintoteenminds.com/3act-math/	Can search by grade level (common core) at the top.
25	Tasks from Robert Kaplinsky	https://robertkaplinsky.com/lessons/	Can search by grade level at the top.
26	Illustrative Math	https://tasks.illustrativemathematics.org/	Search for tasks by grade level.
27	YummyMath	https://www.yummymath.com/	Tasks by grade (3-HS)
28	Mathalicious	https://www.mathalicious.com/lessons	Tasks by grade/domain (6-HS)
29	Making Math Moments that Matter	https://learn.makemathmoments.com/tasks/	Tasks by topic/standard (K-12)
30	Math For Love	https://mathforlove.com/lessons	Task, Openers and Games (K-12)
31	Play with Your Math	https://playwithyourmath.com/
32	Math=Love	https://mathequalslove.net/	Curricular and non-curricular activities
33	Stella's Stunners	https://www.mathstunners.org/	Non-Routine Mathematics Problems for Middle and High School Students.
34		https://judylarsen.ca/resources/
35	Math is fun	https://www.mathsisfun.com/puzzles/index.html	games and puzzles
36	Magical Math Journey-Alicia Burdess	https://www.magicalmathjourney.com/
37	When Math Happens	https://whenmathhappens.com/	Full Curriculum for Algebra 1, Geometry, plus Gap Fillers (under Curriculum)
38	The Robertson Program	https://wordpress.oise.utoronto.ca/robertson/math-lessons/	Inquiry-based Math & Science activities and games (early years to junior/intermediate)
39	Contexts for Learning Mathmatics	https://newperspectivesonlearning.com/	Inquiry-based Math
40	University of Waterloo Problem of the Week	https://www.cemc.uwaterloo.ca/resources/potw.php	Variety of tasks that are in grade level booklets, or you can have them emailed to you each week (3-12)
41	Don Steward Blog	https://donsteward.blogspot.com/search/label/addition%20simple?fbclid=IwAR2mdutvZ3Uhd8kjYGDrQ7Dzf0e6_6Nc4u_wJMHEwaGa2Hk6_5mlyanBYnY	Variety of tasks on Don's blog. Can be searched by tags (1-12)

	A	B	C
1	Task Name	Task Description	Links (and solutions, if available)

2	EXAMPLE: Four 4's	Use Four 4's to make the numbers 1-20. Examples: 1 = (4/4)(4/4), 2 = (4/4)+(4/4), 3 = (4+4+4)/4, 4 = 4 + (4-4)4	Description and answer key
3	Checkerboard	How many squares are there on a 4x4 checkerboard? If this is too difficult, begin with a 2x2 or 3x3. Extention- 5x5 and 6x6.	From Alisha Burdess's 2nd grade curriculum. Begins with many noncurricular tasks that can span multplie grades. Page 11-12 is the checkerboard problem and solution.
4	Colored Shapes	Students use clues to deduce which shapes are which color.	From Alisha Burdess's 2nd grade curriculum. Begins with many noncurricular tasks that can span multplie grades. Page 17.
5	Ice Cream Problem	The Ice Dream ice cream shop has 10 flavours of ice cream. How many different two scoop ice cream cones can you make? What if there were 11 flavours? What if there were 13 flavours? What if there were 20 flavours? What if each cone had only 3 scoops?	From Peter Liljedahl's text Building Thinking Clasrooms
6	Grades K–2: Jellybeans	You have 16 jellybeans and four jars. 1. Place the jellybeans in the jars so that each jar has either 3 or 6 jellybeans. Are there some things that are not possible? 2. Place the jellybeans such that each jar has one more than the jar before it. How many ways can you do this? 3. Place the jellybeans so that each jar has twice as many as the jar before it. Three times as many.	From Peter Liljedahl's text Building Thinking Clasrooms
7	Grades K–3: What color am I?	What color is each shape if blue has no corners, green is between red and black, green is on the left of orange, and purple is next to red.	From Peter Liljedahl's text Building Thinking Clasrooms Chapter 3 for image
8	Grade K: Goody Bags/Snack Bags	Prepare many small ziplock bags of counting objects (the “goodies”). Each bag should contain a number of objects in the counting sequence students are working on, between 1 and 20. Students are put into partner groups, then count the objects, record the number on the post-it note and stick the post-it note onto the outside of the bag.	From NYC Dept. of Education https://tasks.illustrativemathematics.org/content-standards/K/CC/B/4/tasks/1113
9	1st/2nd Non-curricular Tasks	This is a collection of tasks that could be used.	https://drive.google.com/drive/folders/1-p97oTmwpoTqpJmP137WvJFfP4TS7w6d?fbclid=IwAR1Djlo6lz6rOmXxZH5t1SYwEtHhATgqdWLBtLa7g8cgQmCNEEa1WqKzrHw
10	Little Ones and Big Ones	4 puzzles in one- using three of the shapes try to create the fourth	https://mathequalslove.net/little-ones-and-big-ones-puzzle/
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999

	A	B	C	D	E
1	Task Name	Task Description	Links (and solutions, if available)

2	EXAMPLE: Four 4's	Use Four 4's to make the numbers 1-20. Examples: 1 = (4/4)(4/4), 2 = (4/4)+(4/4), 3 = (4+4+4)/4, 4 = 4 + (4-4)4	Description and answer key
3	How many 7s?	A "Set"-esque patttern noticing activity that makes a connection to words	https://www.peterliljedahl.com/teachers/good-problem
4	Bull’s eye target	How many different ways can you hit the target number of $100?	https://nzmaths.co.nz/sites/default/files/money-marvels-1.pdf
5	Lunch Menu	You have been given $5.00 to spend on your lunch order. What different combinations of items could you select within your $5.00 price range?	https://nzmaths.co.nz/sites/default/files/money-marvels-2.pdf Could be related to curricular Understand that a situation can be represented either in words or as an algebraic expression
6	Sum of Products Task	Students connect the dots with straight lines that don't cross, then find the product of the numbers that are connected. Note: Since there is multiplication here it may be more fitting for 4th or 5th grade (though you could give students a calculator).	https://docs.google.com/document/d/1CDGAv0dOpP_i2sddwdv1dVzak5Se6MQL8YvGG2VBe3o/edit	Task description from Paige Sheehan (shared on Twitter), based on problem from @ChrisKlerkx.
7	Painted Cube	Students imagine a rubix cube dipped in paint and look for how many of the 27 cubes have 0 faces with paint, 1 face with paint, 2 faces with paint, and 3 faces with paint. Then they find the same for 4x4x4, 5x5x5, and nxnxn.		BTC lesson plan for painted cube from @abbybates24.
8	Ice Dream Ice Cream Cone	The Ice Dream ice cream shop has 10 flavours of ice cream. How many different two scoop ice cream cones can you make? What if there were 11 flavours? What if there were 13 flavours? What if there were 20 flavours? What if each cone had only 3 scoops?	https://drive.google.com/file/d/1hXKKVQUardXWJjFKGiJW0Xrj-Rv91d2y/view?usp=sharing
9	Cultivating Growth Mindset in a thinking classroom	Non-curricular tasks to get your class started in September. Includes thinking prompts and other resources.	https://drive.google.com/file/d/1hXKKVQUardXWJjFKGiJW0Xrj-Rv91d2y/view	from Jasmine Currie FB--> @jazzyjazz
10	Shopping Spree	Spending given amounts (adding/subtracting with decimals	https://docs.google.com/presentation/d/1QLaZv-l7jthfnai8zYUNdyloYWuC4jCB4rerLBvHHOY/copy
11	Shopping Spree	Adding/ subtracting (with regrouping) with whole numbers	https://docs.google.com/presentation/d/1VlC46Zv8hFW8vFfj7jsdTQ5S6l1zBgQXU8Fh3Spykr0/copy
12	Prime & Composite (curricular)	Introducing prime/composite numbers with arrays and factoring	https://www.mathcoachscorner.com/2012/11/prime-and-composite/
13	5x5 game	Teacher reads off numbers from a deck cards and students quickly fill out the 5x5 grid. This game is about strategy. Teacher does not repeat numbers read off. Students fill out the grid, placing numbers where ever they want….more directions for the game provided in the link. Students loved it!	https://www.saravanderwerf.com/5x5-most-amazing-just-for-fun-game/	www.saravanderwerf.com	What are some ideas to change this from an individual game to groups of 3?
14	Stacking Cup Challenge	Introducing the student-led classroom	https://www.rundesroom.com/2015/06/introducing-student-led-classroom.html?m=11	Runde's Room
15	Three Act Tasks	Standards are listed and tasks are given in three "acts". Information is revealed as students ask for it. Tasks are listed with standards.	https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0
16	The Josephus Problem	There are 41 soldiers sitting in a circle. The first soldier has to kill the soldier standing immediately to their left. Then the next soldier immediately to the left of the dead soldier will do the same, and so on. Which soldier survives?	https://www.youtube.com/watch?v=uCsD3ZGzMgE&t=662s	This is a very low floor problem - can be done in elementary grades - but has an extremely high ceiling invovling base 2 (binary) numbers. Can be modified to remove the violence by substituting pie throwing (or other activity) rather than killing. Also, it can be done with a smaller numbers of soldiers.
17		This task uses clues to determine a specific number- skills needed place value, understanding of odd/even, some vocabulary, really is a good place to observe what skills students have/don't have.		Self Created- Please make a copy if you are going to make changes!
18	Summing Consecutive Numbers	Write as many numbers up to 40 as the sum of consecutive positive integers	https://nrich.maths.org/summingconsecutive/solution
19	Collection of Tasks	Slides that include many of the tasks in the book and few more too!	https://docs.google.com/presentation/d/1pMi2M604ep4XnXJa0yCTVzALBEYLx6BqmQwFOVaH5K8/edit?usp=sharing	Tracey Bean
20	TedEd Math Riddles	These are short math riddles that include solutions.	https://ed.ted.com/lessons?category=mathematics	I've used these with 4th graders, not expecting them to be able to get the right answer, but rather to engage in fun productive struggle. The videos are short and tell you when to pause the video to allow children time to puzzle the riddle.
21	Barnyard Animals	In the barnyard is an assortment of chickens and pigs. Counting heads I get 13: counting legs I get 46. How many pigs and chickens are there?	I got this task from the CRR Summer Institute.	I've used these with 3rd graders. I wanted to see the different ways they were going to approach the problem and how they were going to use the manipulatives they chose. To engage students into making sense of the problem, the numbers 13 & 46 were covered. Then the 13 was uncovered and I asked the students what do they know now. Then the second number was uncovered and ask them about any additional information they now have.
22	Math Pathway	Classroom Energisers great openers really like the Which doesn't belong and four digits	https://mathspathway.com/media-library/category/classroom-energisers/
23	Sitting Round the Party Tables	Students are using their problem solving skills to explore the number of sweets needed for a party based on the number of people sitting at the table. This task can be extended to using tables with a different amount of people sitting on each side of the table or tables with a different number of sides.	https://nrich.maths.org/7228
24	$100 Word Challenge	Show to students the alphabet with the corresponding numerical values ex. A=$1, B=$. The goal of the activity is to find the value of certain words such as the value of their names, words that are worth $50... words that are worth $100 etc.	Idea found on Pintrest- link was broken on site.
25	Miscellaneous Tasks and Games built into Desmos		https://teacher.desmos.com/collection/5ebae3af69d6a00caab6e614	Collection By Norma Borenstein-Gordon added by Sandy Branstetter
26	Charlie's eggs	My son, Charlie (he's 21) challenges us to always leave a pattern of eggs in our carton (see picture...it holds 15 eggs, and illustrates the task for two eggs removed) that is symetrical both horizontally and vertically. The question is, can you remove any number of eggs from the box, and be able to meet these two conditions, (and how)? Challenge: can you do this, by only removing one egg each time, and not repositioning any of those that remain? Why or why not? If not, what's the minimum amout of repositioning you have to do? Next challenge: How many solutions are there for removing 2 eggs? 3? etc.	Link to photo: https://drive.google.com/file/d/1g3DzgqtatazyF3x5ZBlwum8iUKrxqhje/view?usp=sharing (Solutions: initial task=yes, Challege=no, consider how you can make an odd number of eggs symmetrical in this scenario.)	Source: Johanna Polit, because that's how my brain works. :D
27	Sembl	All of our favorite rich tasks in one place. You have to create an account, but it's quick and free.	https://www.sembl.app/	Includes: Esti-mystery, problem strings, fraction talks, visual patterns, slow reveal graphs, number hive, 3-act math
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631

	A	B	C	D	E
1		Task Description	Links (solutions, if available)
2	EXAMPLE: Four 4's	Use Four 4's to make the numbers 1-20. Examples: 1 = (4/4)(4/4), 2 = (4/4)+(4/4), 3 = (4+4+4)/4, 4 = 4 + (4-4)4	Description and answer key
3	Sarah Carter's Puzzles	Let's Make Squares or Two buckets puzzle	https://mathequalslove.net/lets-make-squares/ https://mathequalslove.net/two-buckets-puzzle/
4	Split 25	Take the number 25 and break it into as many pieces as you'd like. What is the biggest product you can make if you multiply those pieces together?	1. Split 25
5	Thirteens	How many pairs of a given set of numbers add to a multiple of 13	https://misteristhisright.com/2015/03/14/13-thirteens
6	Einstein's Riddle	This is a really fun logic puzzle that often takes most groups most of one class. I used this before I heard about BTC so it doesn't quite align (because you need to give the students the text instead of the task verbally) but they get into it and feel REALLY proud of themselves when they solve it. You could solve it first so that you can figure out a few hints to give them. I've updated some of the language from Einstein's original problem, but the riddle is still "who owns the fish?"	https://www.mathsisfun.com/logicpuzzle.html
7	Don't lose your marbles	Separate 100 marbles/objects into groups of nonequal amounts. Find the biggest product.	https://youtu.be/u9YL71jOiwk
8	Gold Chain	Logic problem. Context is pretty straightforward but without careful tracking of situation, can get complex	https://www.peterliljedahl.com/teachers/good-problem
9	Tax Collector	Maximizing amount of money you get to keep while "paying taxes" in a simplified format	https://wordplay.blogs.nytimes.com/2015/04/13/finkel-4/
10	Locker Problem		Link to the Ted Riddle
11	The Hosts' Children	Find the ages of the party hosts' children based on the sum and product and on other little piece of information.	https://www.algebra.com/algebra/homework/coordinate/word/Linear_Equations_And_Systems_Word_Problems.faq.question.104170.html
12	1,001 Pennies	There are 1,001 pennies lined up on a table. Starting at one end of the line, I replace every second coin with a nickel. I then go back to the beginning and replace every third coin with a dime. Finally, I go back to the beginning and replace every fourth coin with a quarter. How much money is now on the table?	https://www.peterliljedahl.com/teachers/good-problem	BTC lesson plan from @AnkerMath https://docs.google.com/document/d/1d6jt4TdXS6KyDZKFVJwOeL2NsTxX2MPIf-p8MYHl2No/edit?usp=sharing	Animated solution I showed the next day. 1,001 Pennies Solution
13	Stamps	Using only 3 cent and 7 cent stamps (or other combinations), what postage values are impossible to create? The attached PDF uses 5c and 7c and then has a second problem of 6c and 9c	http://mathpractices.edc.org/pdf/Integer_Combinations-Postage_Stamps_Problem(HS_Version).pdf	This is about inductive thinking...but doesn't need formal proofs or anything. I think it's outside of the curriculum of most HS classes to fit here. For the 3c and 7c problem, you can make any value greater than 12c. The other two ar explained a bit in the PDF
14		This was mentioned on one of the mathequalslove puzzles.	https://erich-friedman.github.io/puzzle/index.html
15	Sum of Products Task	Students connect the dots with straight lines that don't cross, then find the product of the numbers that are connected.	https://docs.google.com/document/d/1CDGAv0dOpP_i2sddwdv1dVzak5Se6MQL8YvGG2VBe3o/edit	Task description from Paige Sheehan (shared on Twitter), based on problem from @ChrisKlerkx.
16	Painted Cube	Students imagine a rubix cube dipped in paint and look for how many of the 27 cubes have 0 faces with paint, 1 face with paint, 2 faces with paint, and 3 faces with paint. Then they find the same for 4x4x4, 5x5x5, and nxnxn.	https://docs.google.com/document/d/1Dl4gQiqrADHZw07Du5Sw0Uq2sGjcNM0-FrAXb0ODS5k/edit?usp=sharing	This problem can be found in many places. BTC lesson plan from @abbybates24.
17	100 #'s	Students will be in groups of 2-4 and will work together to circle of the numbers from 1-100 in order, but there is a time limit! Students will only have 3 minutes to find as many numbers as they can. There is a pattern to finding the numbers, and it is interesting to see if students pick up on the pattern or not. Game can be played 2-3 times before students notice the pattern.		This lesson is from Sara Van Der Werf and this is the link to her site: https://www.saravanderwerf.com/100-numbers-to-get-students-talking/ I created my (Emily Latham - @missmathology) own slides for back to school for the FIRST day of school, which can be viewed here: https://docs.google.com/presentation/d/1CC1pVlmdsfhuwmvepJLKQQTsTDjV0AhT4BzDMJ6xqj4/edit?usp=sharing	The original task was made for groups of 4, here's one for groups of 3: https://drive.google.com/file/d/1JHwgpeYHNRZ-yDcOQmi06oYvPK9b5vqn/view?usp=sharing
18	What is Math? Patterns with Thin Slicing	For my second day of lessons, I will be using Sara Van Der Werf's lesson for introducing "What is Math?". Once we discuss group work and what is math, students will be broken out into groups to begin finding patterns between numbers using thin slicing. Answers are on the final slide for my reference only.
19	Happy Numbers	For my third lesson, students will be broken up into groups and determining which numbers are happy. To find a happy number: 1. Square each digit of the number and add the result together 2. Use the new number and do the same. 3. If you get the number 1, you have a happy number. 4. If you go around in a loop, you have a sad number. There are some patterns, but let students figure that our for themselves! The number 28 in the slides is an introductory example to do as a whole class (and is a happy number). I then ask the students to find ALL the happy numbers from 1-100. The final key is on the last slide. Pink are sad numbers, blue are happy numbers.	https://docs.google.com/presentation/d/1g1hTddWnEBBC4u4ICmIrD0jCuL_wBEr317yLCnRVKx8/edit?usp=sharing	Emily Latham @missmathology
20	Riddle of the Week	A series put out by Popular Mechanics, using logic and math to solve riddles. Solutions provided!	https://www.popularmechanics.com/science/math/a31153757/riddles-brain-teasers-logic-puzzles/
21	some guiding questions/hints and extensions for problems from BTC book	Low-Floor, High-Ceiling Problems	https://docs.google.com/document/d/1SoZNrVegZgPtIyaKUcrWiSYyn33Qaz3xlcR2DmJlcHc/
22	3D Tic-Tac-Toe	Students identify number of ways to have 3 in a row in a 3X3X3 cube, as well as 4X4X4 cube, and play the game. See page 185 in Chapter 10 of the BTC book.	https://docs.google.com/document/d/1dpEOSxqFFfKSiZ4tMl-Vf3crWxibc6UIsqHKlaatjn4/edit?usp=sharing
23	PreCalc/Alg2 Piece-wise funtions	Piece-wise Function build	https://docs.google.com/document/d/1PVYWE-b8KCWBPayqdJiC4joX89JvLdfHV1Tr2vVt04M/edit?usp=sharing
24	How many squares	Tell students to draw a 4 by 4 grid on their VWB. Ask: how many squares are there (assuming our drawings were perfect). As students complete this, ask how many rectangles? Or ask them to make a 5 by 5 grid and find the number of squares. If students move quickly through this, ask if they can organize their findings and find a way to find the number of squares for the next sizes up (6 by 6. And 7 by 7).		25936
25		A prize is behind one of the following: green circle, yellow circle, blue square, green triangle, blue triangle. Two people are competing for the prize. One person is told the correct shape, the other is told the correct color. They are both asked whether they know where the prize is? Silence. They are asked, "do you know now?" Silence again. They are asked again, "do you know now?" They both reply, "yes!" Where is the prize hidden?	https://docs.google.com/document/d/1E_d-Tn9U5LYFjCof7oWm2NXNxYUPmIUAUQjlZGQFWTs/edit?usp=sharing
26	Geometry	What fraction of the larger triangle does the smaller triangle occupy?	https://docs.google.com/document/d/1NUpeAVX9B7wgDj73GA3L-uW3f9VWVJN2efHdIT3Q81U/edit?usp=sharing
27	Stella's Stunners	This is a collection for MS and HS	https://www.mathstunners.org/
28	Cup Stacking Challenge	Introducing a Student-Led Classroom	https://www.rundesroom.com/2015/06/introducing-student-led-classroom.html?m=1	Runde's Room
29	5x5 game	Teacher reads off numbers from a deck cards and students quickly fill out the 5x5 grid. This game is about strategy. Teacher does not repeat numbers read off. Students fill out the grid, placing numbers where ever they want….more directions for the game provided in the link. Students loved it!	https://www.saravanderwerf.com/5x5-most-amazing-just-for-fun-game/	www.saravanderwerf.com
30	The Marshmallow Challenge	Build the tallest freestanding tower with marshmallow on top. I play the Ted talk video after the task…power point I linked on this page is not the same one I used in my class but it does have slides with amount of time left and the Ted talk included:)	https://docs.google.com/presentation/d/1SzR68FF9OE4C9yG9DDemcs-TpMxWSeA47R1CH2mNWLk/preview?slide=id.g19683e6a6_2_129
31	Egg Timer	For the egg timer task, @MsMessineo made up a story about how she had a blue, plastic pet chicken and the chicken laid an egg (maybe have a blue Easter egg to show the class). Scenario: All clocks in the room suddenly stop working but you want to cook the egg for exactly 9 mins. All you have is a 4 min and 7 min timer.
32	Make 6	Bedmas - insert symbols to make 6	https://mathequalslove.net/make-six-puzzle-number-challenge/#Free_Download_of_Make_Six_Puzzle_Challenge
33	Shape Color Prize	A prize is behind one of the following: green circle, yellow circle, blue square, green triangle, blue triangle. Two people are competing for the prize. One person is told the correct shape, the other is told the correct color. They are both asked whether they know where the prize is? Silence. They are asked, "do you know now?" Silence again. They are asked again, "do you know now?" They both reply, "yes!" Where is the prize hidden?	https://www.youtube.com/watch?fbclid=IwAR3yV9SYn5lmqAMGMxFHcn4Ag-HJ8SRD31cEIdrSgkeSoTNG3cmbySdul1U&v=PVFwUGE6mBU&feature=youtu.be
34
35	Online, Interactive Logic Puzzles	This website has almost 30 different Japanese-inspired logic puzzle games. Examples include Hashi (Bridge Puzzles), Sudoku, Skyscrapers and many more. Students are able to see directions, watch tutorial videos, and to click "done" when finished to see if they were successful. It's interactive and dynamic.	https://www.puzzle-bridges.com/
36	The Josephus Problem	There are 41 soldiers sitting in a circle. The first soldier has to kill the soldier standing immediately to their left. Then the next soldier immediately to the left of the dead soldier will do the same, and so on. Which soldier survives?	https://www.youtube.com/watch?v=uCsD3ZGzMgE&t=662s	This is a very low floor problem - can be done in elementary grades - but has an extremely high ceiling invovling base 2 (binary) numbers. Can be modified to remove the violence by substituting pie throwing (or other activity) rather than killing. Also, it can be done with a smaller numbers of soldiers.
37	12 Days of Christmas	.	https://docs.google.com/document/d/1OM3rbRxPF95MptDZ3Jd6rtt_QWZhdQBqBkkeNVOtfGg/edit?usp=sharing	Good for building the practice of "stealing the next question," showing your reasoning and organizing your work to show a pattern, proportional reasoning, working with units, and writing algebraic expressions. Last extension explores the quadratic nature of the pattern
38	Math Clocks	A challenge to design a clock using equations/expressions instead of standard digits. PDF	https://drive.google.com/file/d/1qgceXQ13Uf6x_QLjeQm_tgLnUSmu98Wm/view?usp=sharing3na_kYXSV6FWUoskFNbI3j50RN/view?usp=sharing
39	Math Clocks	A challenge to design a clock using equations/expressions instead of standard digits. Word	https://docs.google.com/document/d/1Tey6kiv8KUxMBdpqKW1n1FRvdfdq7dNK/edit?usp=sharing&ouid=113502165060658667326&rtpof=true&sd=true
40	Coin puzzles	These are sometimes framed as "bags of gold," but the basic idea is the same. You have a certain number of coins, but one is counterfeit. You may know that the counterfeit coin is lighter/heavier than the regular coins or you may not know and just know that it is different in weight. Given a pan balance, you need to figure out which coin is the counterfeit one in as few weighings as possible.	Easier version Medium version Hard version
41	Puzzle A Day	There are 10 pieces that need to be arranged on the board so only the month, day, and date are showing. The online version only requires the month and date, so it will work for any date. The printable template includes the day of the week, which is good up until 2025. After that time, different pieces may be required. To take this one step further, I designed a Desmos template for the board and pieces that uses the polygon function. The polygon function works by inputting the coordinates of the vertices of a polygon. Then it connects the dots. Since we want this piece to be movable, we base the polygon vertices on the top left vertex, which we name (x_A,y_A), where A refers to the puzzle piece name. This can be used to discuss translations as the students need to translate the first point (top left vertex) in one direction to get to the next vertex. For Algebra 1, I just had the students come up with the coordinates of the vertices if the top left vertex started at the origin. From there, they just needed to add x and y to each coordinate point. The Desmos has the different orientations of each piece because a different polygon function needs to be written for each orientation in the template. This was good work for them to do in VRG on VNPS. Once they got all the coordinates, I gave them to completed Desmos template for the puzzle. To use the completed template, students need to type in the coordinates of the top left vertex of each piece and turn on (click the circle) the correct orientation. I have included a completed example.	Month & Day Puzzle Online Puzzle A Day Printable (Amanda Manke) Puzzle A Day (Incomplete) Puzzle A Day (Complete) Puzzle A Day (1/21/22)
42	NIM	Take a number of poker chips or other easily stacked item. The goal is to take the last chip. On your turn, you can take either 1, 2, or 3 chips. This is a solved game. If you know how to win, you can never lose. Variations are you. don't want to take the last chip. That way you can smoothly move to the next level!
43	4 Coins	Cover 4 coins and rotate the table. Uncover 2 coins each round, flip them if you want, but by the end of 5 rounds, you should be guaranteed to have them all heads or all tails. Use the video as a three act task pausing as you need to.	https://www.facebook.com/stuntmagician/videos/445948560340019/
44	Marcella's Bagels	This was a POW in the IMP 1 curriculum, so probably should not be used for Algebra 1. But older students generally can figure it out quickly. This website has the problem and the answers. Also a link to the problem written up as a google doc.	https://dannymedrano.weebly.com/marcellas-bagels-problem-of-the-week.html	https://docs.google.com/document/d/0B5KX4PEiLZzgaTJZNjFGLWhGdXc/edit?resourcekey=0-TlDrXEk-WMz-KiEKx3qALw
45	Who's Who?	Again, this is from the IMP 1 text, available free online. This is a good logic problem for any high school grade.	https://page.mpls.k12.mn.us/Res/interactive_mathematics_program_1_1st_ed_jane_s.pdf	Page 26
46	The Broken Eggs	This is a POW from IMP 1. Again, it's probably too difficult a task for Algebra 1 students to figure out in less than a period. But it works well for older students. It is about multiples, and could even work in 8th grade. It's on page 30 of the text.	https://page.mpls.k12.mn.us/Res/interactive_mathematics_program_1_1st_ed_jane_s.pdf
47	Summing Consecutive Numbers	Write as many numbers up to 40 as the sum of consecutive positive integers	https://nrich.maths.org/summingconsecutive/solution
48	Mountain Ranges	Find how many mountains can be drawn that are 4, 5 units wide.	https://drive.google.com/file/d/1FBW8U_9LPKGhVsarZarkiGOLl4v3wcZp/view
49	Grasshoppers and SpiderWebs	Will the grasshopper ever land on the spider web?	https://andysunknownquantity.blogspot.com/2010/10/problem-solving-1.html
50	TedEd Math Riddles	Short engaging math riddles	https://ed.ted.com/lessons?category=mathematics
51	The Bridge Riddle	(One of the TED-Ed riddles mentioned above)	link to video - link to accompanying doc	Solution is given at end of video
52	Twelve Envelopes	I have twelve envelopes numbered 110 through 121 and twelve cards numbered 1 through 12. Can you place one card inside each envelope so that the number on the envelope is divisible by the number in the envelope?	https://mathequalslove.net/twelve-envelopes-puzzle/?fbclid=IwAR257qKcqzmm20OLPzzvwrUIbdKDGh1oswxQ0J7wMh1luQ5pqY9rmTQehKg#google_vignette
53	Quarter the Cross	Color 1/4 of the "cross" and justify your answer	https://blogs.adelaide.edu.au/maths-learning/2016/04/12/quarter-the-cross/#:~:text=At%20the%20end%20of%20last,it%20%E2%80%9CQuarter%20the%20Cross%E2%80%9D.
54	Skyscraper Puzzles	Students solve a puzzle using unifix cubes (or similar).	https://docs.google.com/presentation/d/1GDmb0QbyzFOyJL0o5qgEth1Mg5RtXvc1UnvDHvxqPnQ/edit?usp=sharing	@abbybates24 for questions. I have notes in the slides about where to get the puzzles.
55	Tangrams	Square and Pi puzzle; 1-4-5 puzzle	https://mathequalslove.net/square-pi-puzzle/
56	September Squares	Choose 4 dates that form a square. If you give me the sum of your dates, I can tell you which dates you picked	https://www.nctm.org/Classroom-Resources/Problems-of-the-Week/September-Squares/	The picture shows the month of September but this would work with any calendar month and 4 squares.
57	Halloween Candy Exchange	Four friends go out trick-or-treating. Nobody likes their own candy! How many different ways are there to exchange candy with each other so that nobody ends up with their original piece?	https://drive.google.com/file/d/1XDFJL2_CxYgMTqn93dPGxI4ewCv7K_3N/view?usp=sharing	What would happen if there were 5 friends?
58	Ultimate Tic-Tac-Toe		https://mathwithbaddrawings.com/2013/06/16/ultimate-tic-tac-toe/amp/?fbclid=IwAR0McwfPzF7MuIjtItpFRLA46eECfNepkBjH6aI8CVf2fWKbGFtQZ6GS0MY
59	The Integer Answers Are	Version of The Answer Are (P 168) but including Negative Numbers	https://docs.google.com/document/d/1lA2jIZcgl6cs09Ir9DyXMx9d6MwdlHi2/edit?usp=sharing&ouid=106053485084789476927&rtpof=true&sd=true	Also includes Things to highlight in consolidation, and links to a spreadsheet that calculates more solutions, and a paper CYU handout
60	Two Through Nine	LIke four 4s, but using 2s, 3s, 4s, 5s, etc. Some solutions provided	https://docs.google.com/document/d/1okt852im6EyPQb6HRVheh5VKWCbDVqza/edit?usp=sharing&ouid=106053485084789476927&rtpof=true&sd=true
61	Counting with Fingers	Ways to count higher than 10 with two hands. Introduces base 5 and binary, a good intro if covering polynomials in the course (place values are just exponential values!) Extension: come up with another way to count using just your fingers. How high?	https://docs.google.com/document/d/1WZgok2xhJ4okJk-TSCL_Nn1isCVzv0qi/edit?usp=sharing&ouid=106053485084789476927&rtpof=true&sd=true
62	The Answers Are...	Use each of the numbers from 1 to 10 exactly once and each of the operations +, -, x, / at least once (one will be used twice)	https://docs.google.com/presentation/d/1I6ZHHtIDS1OGZ9eMwWFuvD_Uxr_JRV9x4NnmiKFfjrs/edit?usp=sharing	From BTC book, end of CH9
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997

	A	B	C
1	e
2	Name	Link	Purpose/Highlights
3	Sum of it All	https://open.spotify.com/show/23jj0EsNF4q0X30U5ikoLL?si=c0O6r5-MSEemD-1yOL_siQ&nd=1	Episodes 0 through 15 discuss Peter Liljedahl's book chapter by chapter
4	Teachers Talking with Teachers about Teaching.	https://willmdunn.wixsite.com/practicesharing/recorded-sessions-and-resources	Eight recordings covering all topics through the book
5	Making Math Moments That Matter	https://makemathmoments.com/episode21/	Two episodes (21 & 98) with Peter Liljedahl in which he shares more about his framework and "drops some knowledge bombs" as Jon and Kyle say
6	RCSD Thinks	https://open.spotify.com/show/0ulMUbPCWuI5XhhyIRnaYY?si=64bfccceab3a4d56	A podcast dedicated to sharing stories, ideas, and experiences with Building Thinking Classrooms.
7	#EduCrush	https://educrushpod.com/podcast/disruption-storytelling-values-thinking-classroom/	Peter Liljedahl adds insights to his book in Episode 38
8	Adding to the Equation	https://addingtotheequation.buzzsprout.com/1628392/8341920-episode-2-a-math-hero-that-builds-thinking-classrooms-a-conversation-with-dr-peter-liljedahl?t=0&fbclid=IwAR3vk9y5WTJxnMhsjCPomS5c_hbcMqyiZTlHip5ksg6NTnKRSy1mXefELSk	Episode 3 is especially great for those who want to know more about BTC
9	Bite Sized Learning	https://sites.google.com/wrdsb.ca/bitesizedlearning/home/learning-from-liljedahls-thinking-classroom	Short videos about specific topics important in the book (9 videos so far)
10		http://www.aliciaburdess.com/
11	Math is Figureoutable	https://podcast.mathisfigureoutable.com/	Short podcasts on different aspects on teaching for conceptual understanding not mimicking of procedures
12	Making Math Moments (any platform)	https://makemathmoments.com/podcast/	Jon Orr and Kyle Pearce have a new podcast every Monday. They have interviewed so many math superstars. Great advice and lots of links to useful resources. Peter's thinking classroom work is referred in nearly every podcast.
13	Think Thank Thunk	https://podcasts.apple.com/us/podcast/think-thank-thunk/id1680938992	Episodes 0 through 15 discuss Peter Liljedahl's book chapter by chapter
14	Collaborative Learning	https://www.youtube.com/watch?v=CgKW_oiL8QA	Building Thinking Classrooms Strategies

	A	C	J
1	Welcome! Non-Curricular Task Sharing Sheet
2
3	This is a working document to collect information and resources for non-curricular tasks. As defined in Peter Liljedahl's Building Thinking Classrooms in Mathematics book, non-curricular tasks are clearly mathematical in nature, but do not map well to specific outcomes or standards specified in the curriculum. These tasks should be highly engaging, rich problem-solving, non-routine tasks. These tasks are used to "prime the class" and set the stage for building a thinking classroom. Then, the class will be ready to move on to curricular thinking tasks.
4
5	This sheet has a different tab for each grade band. Some tasks may span more than one grade band so please include it in all applicable tabs. Check out the "search for tasks" tab for great websites to find other tasks.
6
7	Copyright protection: Please do not insert images from books, please link directly to a website or lesson plan (ex. Google Doc/PDF) that others can reference.
8
9	Please add to it! Try to provide as much detail as possible (similar to a sub plan) so that a teacher can just "run" with it!
10
11	Sheet currated by the admin, moderators, and others from the Building Thinking Classrooms Facebook Group.
12
13	LINK TO CURRICULAR TASK SPREADSHEET
14
15
16
17
18
19
20
21		ss
22
23
24
25
26			ttt