[ Classroom playbook ]

The Middle School
Classroom Playbook.

Practical routines for the moments that matter: starting a lesson, getting students talking, investigating an idea, and checking what they understand.

Find a routine
21 adaptable activities5–30 minutesMath · Science · Any subject
THE ACTIVITY LIBRARY

Find your next activity

Browse by purpose, or narrow the list to fit your lesson.

21 activities
REFINE THE COLLECTION
HANDS-ON MATH01

Think, Talk, Rotate, Record

Make group thinking visible while students compare and improve strategies.

25 MINMathLow prep
START CLASS02

Number Talk: Notice & Wonder

Invite multiple mental strategies before formal instruction.

10 MINMathNo prep
HANDS-ON MATH03

Dice: Fraction, Decimal, Percent

Build flexible connections among equivalent forms.

12 MINMathLow prep
HANDS-ON MATH04

Domino Target Number

Use operations and number sense to reach a shared target.

12 MINMathLow prep
HANDS-ON MATH05

Integer Card Challenge

Practice signed-number reasoning with quick comparisons.

12 MINMathLow prep
START CLASS06

Which One Doesn’t Belong?

Open a lesson with classification and more than one defensible answer.

8 MINAny subjectLow prep
CHECK UNDERSTANDING07

Error Detective

Turn a common mistake into a precise explanation.

15 MINMathLow prep
SCIENCE INQUIRY08

Phenomenon: Notice, Wonder, Explain

Launch an investigation from observation rather than a definition.

12 MINScienceLow prep
SCIENCE INQUIRY09

Variable Sort

Practice identifying what changes, what is measured, and what stays constant.

15 MINScienceLow prep
SCIENCE INQUIRY10

Observation Stations

Slow down looking and gather precise evidence.

20 MINScienceSome prep
CHECK UNDERSTANDING11

Claim–Evidence–Reasoning Quickwrite

Help students connect an answer to evidence and a clear explanation.

12 MINAny subjectNo prep
SCIENCE INQUIRY12

Build, Revise, Share a Model

Make student thinking visible and revisable.

25 MINScienceLow prep
START CLASS13

Vocabulary: Sketch & Explain

Move beyond memorizing a definition.

10 MINAny subjectNo prep
DISCUSSION14

30-Second Partner Teach

Give every student a low-stakes chance to explain an idea aloud.

8 MINAny subjectNo prep
DISCUSSION15

Four Corners with Evidence

Turn a choice into an evidence-based conversation.

15 MINAny subjectLow prep
DISCUSSION16

Question Carousel

Collect ideas across groups without repeating a whole-class share-out.

15 MINAny subjectSome prep
CHECK UNDERSTANDING17

One-Minute Exit Check

Get a quick signal for the next lesson.

5 MINAny subjectNo prep
CHECK UNDERSTANDING18

Confidence Sort & Next Step

Pair self-assessment with evidence from actual work.

8 MINAny subjectNo prep
CHECK UNDERSTANDING19

Two Strengths, One Next Step

Make peer feedback specific enough to use.

10 MINAny subjectNo prep
CREATE & SHARE20

Student Video Storyboard

Plan a short explanation before anyone starts recording.

30 MINAny subjectLow prep
CREATE & SHARE21

Source Check in Pairs

Practice comparing evidence and source context before sharing a claim.

15 MINAny subjectLow prep

No matching activities

Try a broader search or clear your filters.

Adapt the prompts, timing, materials, and safety practices to the needs of your own class. Icons are CC0 via SVG Repo.

HANDS-ON MATH · ACTIVITY 01

Think, Talk, Rotate, Record

TEACHER GUIDE

Run the routine

  1. Pose one open problem and give everyone two quiet minutes to form an idea.
  2. Groups solve on a vertical surface with one marker; the writer explains each move.
  3. Pause, rotate groups to another board, and ask them to add a question or new strategy.
  4. Return to the original board to revise and record a final explanation.
SAY TO STUDENTS

Show a way to solve it. What do you notice in another group’s approach?

EXAMPLE TO USE

For 120 students riding full cars of 4 and vans of 6, find possible combinations that use both kinds of vehicle.

LOOK FOR

Students justify why a combination fits every condition, not just the total.

START CLASS · ACTIVITY 02

Number Talk: Notice & Wonder

TEACHER GUIDE

Run the routine

  1. Display a short prompt without teaching a method first.
  2. Ask students to think silently and signal when they have one strategy.
  3. Invite two or three different explanations; record them faithfully.
  4. Ask which ideas connect and what needs to be checked.
SAY TO STUDENTS

What do you notice? What do you wonder? How could you find out?

EXAMPLE TO USE

Display 0.25 × 48 and ask for more than one mental method.

LOOK FOR

Students explain why their method works and respond to another strategy.

HANDS-ON MATH · ACTIVITY 03

Dice: Fraction, Decimal, Percent

TEACHER GUIDE

Run the routine

  1. Partners roll two dice; the smaller number becomes the numerator and the larger the denominator.
  2. Each student writes the fraction, decimal, and percent.
  3. Partners compare their conversions and explain any disagreement.
  4. Repeat for several rounds, choosing one tricky result to discuss as a class.
SAY TO STUDENTS

Which form is easiest to calculate from your roll, and why?

EXAMPLE TO USE

A 3 and 4 make 3/4, 0.75, and 75%.

LOOK FOR

Conversions are equivalent and students can explain the relationship.

HANDS-ON MATH · ACTIVITY 04

Domino Target Number

TEACHER GUIDE

Run the routine

  1. Set a target and allowed operations before play.
  2. Partners draw one domino and use its two numbers to make an expression.
  3. Award a point for reaching the target exactly, or for the closest justified result.
  4. Discuss two different expressions after several rounds.
SAY TO STUDENTS

How close can you get to the target using both numbers exactly once?

EXAMPLE TO USE

Target 10: a 2|5 domino gives 2 × 5 = 10.

LOOK FOR

Students follow the operation rules and explain their expressions.

HANDS-ON MATH · ACTIVITY 05

Integer Card Challenge

TEACHER GUIDE

Run the routine

  1. Remove face cards; make red cards negative and black cards positive.
  2. Each partner draws two cards and adds their values.
  3. The greater sum wins the round; partners must explain the comparison.
  4. After five rounds, ask for a rule that helps with opposite signs.
SAY TO STUDENTS

Which sum is greater? Explain without a calculator.

EXAMPLE TO USE

A red 7 and black 3 make −4; a black 2 and black 4 make 6.

LOOK FOR

Students use signs correctly rather than comparing absolute values only.

START CLASS · ACTIVITY 06

Which One Doesn’t Belong?

TEACHER GUIDE

Run the routine

  1. Show four examples and allow one minute of private thinking.
  2. Partners choose one example and prepare a reason.
  3. Invite different choices, then ask students to defend a second choice.
  4. Name the feature or concept that emerged for today’s lesson.
SAY TO STUDENTS

Which one doesn’t belong? Give a reason someone could check.

EXAMPLE TO USE

Show four graphs: one nonlinear, one decreasing, one without the origin, and one with a fractional slope.

LOOK FOR

Reasons refer to observable features; more than one choice can work.

CHECK UNDERSTANDING · ACTIVITY 07

Error Detective

TEACHER GUIDE

Run the routine

  1. Display a solution with one meaningful mistake, but do not identify it.
  2. Partners annotate the first step that stops being valid.
  3. Have students correct the solution and write a helpful response to its author.
  4. Compare explanations before revealing the intended error.
SAY TO STUDENTS

Where does the reasoning first go wrong? What would you say to help?

EXAMPLE TO USE

A student writes −3 × −4 = −12 when solving a multistep expression.

LOOK FOR

Students identify the first error and justify the correction.

SCIENCE INQUIRY · ACTIVITY 08

Phenomenon: Notice, Wonder, Explain

TEACHER GUIDE

Run the routine

  1. Show the phenomenon once without commentary.
  2. Students record two observations and one testable question.
  3. Partners separate what they saw from what they infer.
  4. Collect possible explanations and identify what evidence could distinguish them.
SAY TO STUDENTS

What did you observe? What evidence would help explain it?

EXAMPLE TO USE

Show a plant leaning toward a window and ask what might cause the direction of growth.

LOOK FOR

Students distinguish observations from explanations.

SCIENCE INQUIRY · ACTIVITY 09

Variable Sort

TEACHER GUIDE

Run the routine

  1. Give each group one experiment scenario.
  2. Ask groups to label the changed factor, measured outcome, and controlled conditions.
  3. Groups trade scenarios and critique one another’s labels.
  4. Revise labels together and discuss one possible source of unfairness.
SAY TO STUDENTS

What would you change? What would you measure? What must stay the same?

EXAMPLE TO USE

Compare paper towel brands by measuring how much water each sheet absorbs.

LOOK FOR

The measured outcome is observable and the controls make the comparison fair.

SCIENCE INQUIRY · ACTIVITY 10

Observation Stations

TEACHER GUIDE

Run the routine

  1. Set up three stations with a common question.
  2. At each station, students sketch and record measurable or descriptive observations.
  3. Groups rotate, reading earlier notes without copying guesses.
  4. Finish by asking which observations best support an explanation.
SAY TO STUDENTS

Record what you can directly observe before you explain it.

EXAMPLE TO USE

Compare three leaf samples for shape, texture, veins, and evidence of damage.

LOOK FOR

Notes contain specific observations rather than only labels or guesses.

CHECK UNDERSTANDING · ACTIVITY 11

Claim–Evidence–Reasoning Quickwrite

TEACHER GUIDE

Run the routine

  1. Ask a question with more than a one-word answer.
  2. Students write a claim, cite one specific piece of evidence, and explain its connection.
  3. Partners underline the evidence and circle the reasoning.
  4. Allow two minutes to revise missing or unclear reasoning.
SAY TO STUDENTS

What is your claim? Which evidence supports it? Why does that evidence matter?

EXAMPLE TO USE

Claim: the plant received uneven light. Evidence: its stem grew toward the window. Reasoning: growth toward light supports that explanation.

LOOK FOR

The reasoning explains the link between evidence and claim.

SCIENCE INQUIRY · ACTIVITY 12

Build, Revise, Share a Model

TEACHER GUIDE

Run the routine

  1. Ask groups to draw an initial model of a process or phenomenon.
  2. Provide new evidence, a short reading, or a peer question.
  3. Groups revise using a different color and annotate what changed.
  4. Invite a brief explanation of what the new evidence improved.
SAY TO STUDENTS

How does your model explain what happened? What did you change after seeing evidence?

EXAMPLE TO USE

Model how water moves through a plant, then revise after examining a stem cross-section.

LOOK FOR

Revisions respond to evidence instead of adding decoration.

START CLASS · ACTIVITY 13

Vocabulary: Sketch & Explain

TEACHER GUIDE

Run the routine

  1. Give students a word from the current lesson.
  2. Students sketch a representation and add one sentence explaining it.
  3. Partners exchange work and infer the term from the sketch.
  4. Discuss a strong example and one common misconception.
SAY TO STUDENTS

Draw the idea so a classmate could identify it. Explain one important feature.

EXAMPLE TO USE

Sketch a proportional graph through the origin and label its constant ratio.

LOOK FOR

The representation shows the defining feature of the term.

DISCUSSION · ACTIVITY 14

30-Second Partner Teach

TEACHER GUIDE

Run the routine

  1. Pose one focused question and allow a minute to prepare.
  2. Partner A teaches for 30 seconds while Partner B listens.
  3. Partner B restates the idea and asks one clarifying question.
  4. Switch roles with a related prompt; sample a few explanations.
SAY TO STUDENTS

Explain the idea as if your partner missed the lesson.

EXAMPLE TO USE

Explain how to tell whether a table represents a proportional relationship.

LOOK FOR

Both partners speak and the restatement preserves the key idea.

DISCUSSION · ACTIVITY 15

Four Corners with Evidence

TEACHER GUIDE

Run the routine

  1. Post four plausible answers to a debatable or diagnostic prompt.
  2. Students choose a corner and write one reason before moving.
  3. Groups prepare their strongest evidence and share briefly.
  4. Allow students to move after hearing others and explain any change.
SAY TO STUDENTS

Which choice is best supported? What evidence could change your mind?

EXAMPLE TO USE

Which variable would most affect the outcome of a proposed investigation?

LOOK FOR

Students support a choice and can revise it based on evidence.

DISCUSSION · ACTIVITY 16

Question Carousel

TEACHER GUIDE

Run the routine

  1. Place one prompt at each station.
  2. Groups respond in writing for three minutes.
  3. Rotate, read the previous response, and add a new idea or question.
  4. Return to the first station to synthesize the strongest points.
SAY TO STUDENTS

Add something new, challenge an idea respectfully, or ask a useful question.

EXAMPLE TO USE

Stations ask for a model, a counterexample, an everyday application, and a remaining question.

LOOK FOR

Each rotation adds thinking rather than restating what is already written.

CHECK UNDERSTANDING · ACTIVITY 17

One-Minute Exit Check

TEACHER GUIDE

Run the routine

  1. Choose one question tied to the day’s most important idea.
  2. Ask students to answer independently in one minute.
  3. Sort responses into ready, almost, and needs support.
  4. Use one common pattern to plan tomorrow’s opening.
SAY TO STUDENTS

What can you now explain or do? Show one piece of evidence.

EXAMPLE TO USE

Write one equation that represents a proportional relationship and explain the constant.

LOOK FOR

The response reveals reasoning, not just confidence.

CHECK UNDERSTANDING · ACTIVITY 18

Confidence Sort & Next Step

TEACHER GUIDE

Run the routine

  1. Give three short items of increasing complexity.
  2. Students solve one and choose: ready, practicing, or need help.
  3. Ask them to name the evidence behind their choice.
  4. Partners discuss one next step; collect the self-assessment.
SAY TO STUDENTS

Which skill feels secure? What specific result tells you that?

EXAMPLE TO USE

After three integer problems, a student notes correct signs but difficulty explaining why.

LOOK FOR

Confidence matches the student’s work and includes an actionable next step.

CHECK UNDERSTANDING · ACTIVITY 19

Two Strengths, One Next Step

TEACHER GUIDE

Run the routine

  1. Share two or three criteria for the work.
  2. Partners identify two visible strengths with evidence.
  3. Each gives one small, actionable next step.
  4. Writers revise one part before turning work in.
SAY TO STUDENTS

Name what works, point to where you see it, and suggest one change.

EXAMPLE TO USE

“Your graph has labeled axes and matching points. Next, explain what the slope means here.”

LOOK FOR

Feedback points to the criteria and leads to a real revision.

CREATE & SHARE · ACTIVITY 20

Student Video Storyboard

TEACHER GUIDE

Run the routine

  1. Give groups one focused question and a target video length.
  2. Assign roles for research, script, visuals, and production; roles may rotate.
  3. Storyboard the opening, two key ideas, evidence, and closing.
  4. Have another group check accuracy and clarity before filming.
SAY TO STUDENTS

What should viewers understand by the end, and what will they see or hear?

EXAMPLE TO USE

Plan a 60-second science tip that explains how to identify a fair test.

LOOK FOR

The storyboard includes accurate information and purposeful visuals.

CREATE & SHARE · ACTIVITY 21

Source Check in Pairs

TEACHER GUIDE

Run the routine

  1. Give pairs two sources that address the same question.
  2. Students identify author, date, purpose, and evidence for each.
  3. Pairs mark one claim they can verify and one claim that needs more checking.
  4. Discuss what additional source would increase confidence.
SAY TO STUDENTS

Who made this, what evidence do they give, and what should we check?

EXAMPLE TO USE

Compare two short articles about a new scientific discovery, noting the original study and publication dates.

LOOK FOR

Students cite source details and avoid judging credibility from appearance alone.