Critical Thinking is important in all areas of life. Math is not an exception. I believe that it is important to teach students to think “outside the box” in mathematics.

In this series of lessons:
Students will learn to observe and note details of sequential patterns and then a math problem.

Students will begin to think critically as they approach a math word problem.

Prior Knowledge:
Students should have a knowledge of basic mathematics: fractions through percents.
Students should be familiar with algebraic equations.
Adult Education
Material Type:
Date Added:
Creative Commons Attribution Creative Commons Attribution
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Downloadable docs, Text/HTML


Lee Gargagliano on Jun 08, 10:53am

This collection of lessons does a great job of guiding students through open thought processes around recognizing patterns in math and applying them to word problems. It helps students think about how recognizing patterns applies to solving linear equations. The activities get students doing the thinking and talking in ways that support the development of strong math skills. It moves adult students towards the kinds of thinking necessary for solving problems found on the HSE tests.

Joey Lehrman
on Jun 06, 08:08pm Evaluation

Quality of Assessments: Superior (3)

The assessments are very well aligned with emerging best practices including many chances for students to learn and assess through self-reflection, writing prompts, peer review, and a collaborative learning process with other students and teachers.

Joey Lehrman
on Jun 06, 08:08pm Evaluation

Opportunities for Deeper Learning: Superior (3)

These activities are great opportunities to promote meta cognition and productive struggle for students as they build critical thinking skills and the ability to persist through long and complicated problems. Well done!


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Average Score (3 Points Possible)
Degree of Alignment2.9 (1 user)
Quality of Explanation of the Subject Matter2.5 (2 users)
Utility of Materials Designed to Support Teaching3 (2 users)
Quality of Assessments2.5 (2 users)
Quality of Technological Interactivity2 (2 users)
Quality of Instructional and Practice Exercises3 (2 users)
Opportunities for Deeper Learning3 (2 users)

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