[Previously: Deconstructing a Lesson Activity – Part 1]
I hope this doesn’t feel like a wrap-up. If anything, I want this post to keep the conversation going—about how we can better implement rich tasks in our classrooms.
Physical Setup, Whiteboards, Groupings
Desks in my room are in boring rows and columns. Not ideal, but I have 38 desks and limited space—so please don’t judge a teacher by their furniture layout. Work with what you have. Rearrange desks. Let kids sit on the floor. Send groups to the hallway or just outside—if you can still see them. Keep roaming.
Big-ass whiteboards.
Best. Purchase. Ever. I begged for them after reading Frank Noschese’s post, and they were waiting for me that fall. Ten 2' × 2.6' boards at $10.50 each. If you touch them, I will fight you.
Random groups.
Use your favorite way to put kids into groups randomly. If you group by high/medium/low, you just silently labeled your kids. They notice. Always. I tweak a little afterward, but the computer takes the heat.
Group roles? Nope.
Facilitator, Recorder, Timekeeper, Snack Manager—whatever. These roles don’t work for problem-solving. I don’t want a student zoning out because “it’s not their role yet.” Everyone’s job is to solve the problem. Period.
Grading Group Tasks
I don’t see dead people, but I do hear student voices echoing in my head when I grade. And those voices tell me:
Don’t penalize kids for socializing.
(Especially if Joey’s in their group. He’s so cute.) If an entire group is off-task, the task might not be engaging enough or accessible enough. That’s on me.Don’t penalize for wrong answers.
Problem solving is about the process—discussion, critique, collaboration—not just the answer.
That said, you grade it if you want to.
I graded fewer than half of the tasks last year. When I did, I gave full credit. If you handed out individual worksheets, go ahead and assign a grade. But don’t sweat this too much.
Building a Classroom Culture for Problem Solving
Start on Day 1.
Don’t wait. I’ve opened with Pyramid of Pennies or the Bracelet Craze problem. Please don’t spend the first day on rules and procedures. Kids expect that from every teacher. Be different.
Set group norms before group work starts. Culture takes time—and lots of reminders.
Post strategies for problem-solving on your walls. I laminate mine. We refer to them often.
Time constraints?
You won’t cover every chapter of the textbook. That’s okay. Teaching for understanding means rethinking what really matters. Spend the summer mapping big ideas. Use formative assessments and student thinking—not a pacing guide—as your compass.
Reclaim time by cutting or rethinking things like:
Warm-ups
Test review games
Pre/post surveys
Benchmark testing
Busywork kids could do blindfolded
Class parties (Have those at lunch!)
And yes—sub days, days before break, first days back—those are all valid days to do real math.
Implementing the Task
This is what you’d find behind the scenes of one of my blogged lessons.
1. Whole-class launch (5 minutes)
A student reads the problem aloud. Everyone has a copy. Then we reread it silently. I ask:
What are we trying to find?
What do we know?
What do you wish you knew?
What strategy do you have in mind?
Or I use Annie Fetter’s prompts:
What do you notice?
What do you wonder?
Students write answers first. Then we share.
2. Quiet individual work (10 minutes)
No talking. I set a timer. This isn’t “finish the problem” time—it’s “get your thoughts going” time. Advanced students get extensions. If everyone finishes too quickly? The task was too easy. Back to Step 0.
They’re allowed to get up and grab tools. Before they start, I remind them of our sacred rule: Never tell an answer.
While they work, I generate the random groups.
3. Group work (30 minutes)
Each group gets a whiteboard. Everyone uses a marker. I give this spiel every time:
“You’re working with your group now. If you already solved it, be the last to speak. I need a word with you first. You’ll use the whiteboards. Everyone contributes. Argue, question, explain. Don’t let others think for you. And no, you don’t have to become best friends.”
Then I pull aside the “early solver” and offer them options:
Try solving it a different way.
Try an extension.
Help your group by asking questions—just one hint if needed.
4. My role during group time
I listen. I ask questions. I check understanding. Some favorites:
“Julia, what does this equation represent?”
“Jonathan, where did this number come from?”
“Joey, what has Cindy contributed so far?”
“Cole, your group is over here. Please don’t make me say that again.” (And I never have to.)
If a group makes a breakthrough, I have someone share a hint or strategy with the class.
If everyone is stuck, I give a gentle nudge. But I also watch for productive struggle. Let it breathe. There’s always tomorrow.
Wrapping It Up
Sometimes the lesson ends after group time. That’s okay. Don’t beat yourself up for not getting to whole-class discussion or strategy comparisons.
If time and task allow, go for the full version by connecting strategies. Share whiteboard work. Make connections to learning goals. (Kelly O’Shea is my whiteboarding hero.)
Can’t do it the same day? Bring it back two days later. Or two weeks later. That’s real life. Snap pics of boards if needed.
You can do this. We can do this together.