Anchor Task Reference Sheet
One key step in planning lessons is the choice of an anchor task—the one used for teaching. An anchor task is a
question/problem posed to help students construct meaning. Students don’t have to get the “right” answer to
succeed or deepen their understanding. Having students share, talk about their thought processes, and find their
mathematical voices is what makes anchor tasks so valuable.
Singapore textbooks are written with the main learning task being an anchor task. In Math in Focus, anchor tasks
are the boxed-up Teach/Learn tasks. Typically, a mathematics lesson begins with about 15 minutes doing and
discussing the anchor task, before moving on to the Guided Practice.
Below are key characteristics of anchor tasks and how best to use them in the classroom.
Group work
Zone of proximal development
An anchor task should not be easy. It should
offer students the right amount of challenge
and require them to persevere. Allow students
to experience a “productive struggle”. Don’t be
quick to provide answers
Teach less, learn more
This is another Singapore concept and is at the
heart of anchor tasks. Teachers are to
encourage active and engaged learning, rely
less on drill and practice, guide and facilitate
rather than tell and talk, and nurture students’
curiosity and passion for learning. Something
magical starts to happen when teachers get out
of the way and stop telling students exactly
what to do and how to do it. Students think,
problem-solve, question—and learn more.
Instead of a teacher showing students how to
solve a math problem, students work together
to solve it on their own. In groups, students
pool knowledge and experiences. They share
diverse perspectives, challenge assumptions,
give and receive feedback, and develop their
own voices. As they discuss, debate, compare,
and think, they learn.
Questioning
Student thinking is not driven by answers, but
by questions. To make it work, teachers need
to develop questions in advance of the start of
the anchor task. These questions should
“nudge” students, “push” them, or “shove”
them—depending on the situation and student
needs. Asking open-ended questions
encourage students to reflect on their thinking
process. For reference, see the document,
“Math in Focus Questioning Techniques”.
Planning
Determine the
mathematical
objective for the
lesson. What are
students supposed
to learn?
Create a task. Teachers can
draw on a variety of
resources, including
textbooks (in Math in
Focus, see the Teach/Learn
box for the lesson),
colleagues, and real-world
contexts. The task needs to
be a launching pad to the
mathematical objective of
the lesson.
Anticipate what students might do and the hurdles they may face
and plan questions to use to “nudge”, “push” or “shove” them.
• Use questions that deepen students’ understanding
• What math do you want them to learn?
• What connections do you want them to make?
• What will lead students to more efficient strategies?
• What errors do you need to address?
• How can students represent/organize their work?
Identify and
provide
appropriate
tools and
resources for
students to
choose from.
Determine how
and when
students will
work
independently
and in groups.
Plan different
ways the task
may be
approached by
students who
are progressing
at different
levels.
Decide the
format
students will
record and
present their
work.
Three Elements of a Task
Launch
Present the problem in a way
that pulls students in. Think
about a context that is
relevant and interesting.
Students are encouraged to
listen and ask questions to
demonstrate understanding of
and engagement with the
task.
Explore
Debrief
Students work in pairs or
small groups while teachers
monitor and assess student
progress. This is where
students construct their
understanding. Ask students
to justify what they are
doing.
The class is brought together for students to
explain their thinking and their approaches.
These student presentations allow teachers to
determine what learning has taken place and
address any misconceptions.
Sequence student presentations with the most
basic method being presented first and each
successive presentation increasing in complexity.