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Classroom-Ready Rich Math Tasks, Grades 2-3 - Book Cover

Classroom-Ready Rich Math Tasks, Grades 2-3

Engaging Students in Doing Math

By: Beth McCord Kobett, Francis M. Fennell, Karen S. Karp, Desiree Y. Harrison, Barbara Ann Swartz

With 56 ready-to-implement, engaging math tasks, this is the guide to giving your primary students the deepest mathematical experiences possible.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544399133
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2021
  • Page Count: 368
  • Publication date: June 16, 2021

Price: $37.95

Price: $37.95
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Detailed plans for helping elementary students experience deep mathematical learning 

Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades 2-3 details research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes:

Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials 
Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts
Guidance on preparing, launching, facilitating, and reflecting on each task
Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments.

With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible.  


Beth McCord Kobett photo

Beth McCord Kobett

Beth McCord Kobett, EdD, is Professor of Education and Associate Dean at Stevenson University, where she leads, teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also served as the Director of the First Year Seminar program at Stevenson University. She recently completed a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE). Beth leads professional learning efforts in mathematics education both regionally and nationally. Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University’s Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-based community with her students and strives to make her learning space inviting, facilitate lessons that spark curiosity and innovation, and cultivate positive productive struggle.

Karen S. Karp photo

Karen S. Karp

Karen S. Karp is a professor in the School of Education at Johns Hopkins University. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville, where she received the President’s Distinguished Teaching Award and the Distinguished Service Award for a Career of Service. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She is a member of the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Educational Sciences. She is the author or coauthor of approximately 20 book chapters, 50 articles, and 30 books, including Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics, and Inspiring Girls to Think Mathematically. She holds teaching certifications in elementary education, secondary mathematics, and K–12 special education.

Desiree Y. Harrison photo

Desiree Y. Harrison

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.
Table of Contents

Table of Contents

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 Tasks

Chapter 3: Implementing A Doing-Math Task-Based Lesson

Chapter 4: Operations and Algebraic Thinking – Representing and Solving Problems

Chapter 5: Operations and Algebraic Thinking – Multiplication and Division Foundations

Chapter 6: Operations and Algebraic Thinking: Understanding & Interpreting Operations

Chapter 7: Number and Operations in Base Ten – Using Place Value Understandings

Chapter 8: Number and Operations in Base Ten – Adding, Subtracting, and More

Chapter 9: Number and Operations in Base Ten – Adding, Subtracting, and Multiplying

Chapter 10: Numbers and Operations: Fractions – Partitioning and Representing

Chapter 11: Number and Operations: Fractions – Equivalence, Comparing, and Representing

Chapter 12: Measurement: Time, Money, Length and Weight

Chapter 13: Measurement and Data: Measuring and Representing and Interpreting Data

Chapter 14: Geometric Measurement: Measurement, Perimeter, and Area

Chapter 15: Geometry: Reasoning with Shapes and their Attributes

Chapter 16: Your Turn

Appendix A: Task-Lesson Template

Appendix B: Formative Assessment Tools