Our commitment to equitable instruction

Real world mathematics to develop empathy and problem solving skills

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Our Equity Beliefs and Design Principles

Positive mathematical identity

All students must develop a positive mathematical identity that allows them to view themselves as learners and doers of mathematics.

Inclusive classroom structure

Classroom structures should emphasize an inclusive mathematics community in which every student has a voice and equity-based teaching practices benefit all students.

Personalized learning community

A Personalized learning approach should aim to offer learning experiences that customize education to an individual’s unique needs and interests while fostering connections to a larger community of learners.

Technology as a tool

Technology should support, enhance, and transform - not replace - the role of the teacher in the classroom.

Our solution: Engage Activities

We believe that pedagogically informed instruction will improve learning outcomes for all students.

Hook

To open the learning activity, this exercise has a predictable structure and familiar context, designed to promote mathematics agency. Routines reduce cognitive load for students and remove barriers to entry.

Launch

Having sparked interest and curiosity, this section encompasses two slides: the activity introduction slide and the grouping instructional slide. The activity introduction slide ensures that all students have access to the mathematical content at hand, and allows time for clarification and scaffolding. The grouping slide details the routine students will utilize.

Explore

Students explore the activity and begin independent problem solving. The teacher takes on the role of facilitator or observer and begins to address misconceptions.

Discuss

The purpose of this stage is to engage students in mathematical discourse. Students will present their own thinking as well as observe, question, discuss, and learn from the mathematical thinking of their peers.

Reflect

Students have an opportunity to reflect on their learning after each Engage Activity. Insights are shared with teachers to inform next steps in instruction.

Hook

To open the learning activity, this exercise has a predictable structure and familiar context, designed to promote mathematics agency. Routines reduce cognitive load for students and remove barriers to entry.

Launch

Having sparked interest and curiosity, this section encompasses two slides: the activity introduction slide and the grouping instructional slide. The activity introduction slide ensures that all students have access to the mathematical content at hand, and allows time for clarification and scaffolding. The grouping slide details the routine students will utilize.

Explore

Students explore the activity and begin independent problem solving. The teacher takes on the role of facilitator or observer and begins to address misconceptions.

Discuss

The purpose of this stage is to engage students in mathematical discourse. Students will present their own thinking as well as observe, question, discuss, and learn from the mathematical thinking of their peers.

Reflect

Students have an opportunity to reflect on their learning after each Engage Activity. Insights are shared with teachers to inform next steps in instruction.

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Facilitate collaborative mathematics in your classroom through culturally relevant contexts.

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Engage Activities are...

Groupworthy

Low-floor, high-ceiling

Rich and open

Contextually appropriate

Accessibility Design Features

Visual design features to increase readability

Clear, concise explanations in student-friendly language

Visual aids to present information in an accessible, digestible, and engaging form

Directions to guide students to key information

Mathematical Literacy & Language Supports

Mathematical Literacy & Language Supports

Key vocabulary listed at the beginning of each subtopic

Opportunities for teachers to amplify language so students can make their own meaning

Flexibility for a variety of linguistic output 

Opportunities for students to describe their mathematical thinking to others, orally, visually, and in writing

Activities that cultivate conversation

Opportunities and supports for constructive mathematical conversations in pairs, groups, and as a class

Structures to develop meta-cognitive and meta-linguistic awareness

Opportunities and supports for students to reflect and identify thinking processes involved in problem solving