How to use this sheet: Copy any prompt below, paste it into AI Math Coach, fill in the [bracketed fields], and hit send. Each prompt is labeled with the assistant that works best for that task. The more specific your details, the more useful the response!
Which Assistant Should I Use?
- 🟦 Pedagogy Assistant — Use for instructional strategies, activity ideas, student discourse, planning, and coaching support.
- 🟪 Intervention Assistant — Use for structured, student-specific intervention plans, IEP goals, and progress monitoring.
Use when: You're starting a unit and want to find the conceptual overlap between your two grade levels so you can plan one shared experience.
I teach a multiage classroom with [grade levels, e.g., Grade 2/3]. I'm starting a unit and want to find the mathematical idea that connects both grade levels so I can plan one shared experience instead of two separate lessons. The Grade [lower grade] focus is [concept/HLC] and the Grade [upper grade] focus is [concept/HLC]. What's the shared mathematical territory, and how can I frame one big question or task that gives both grade levels a genuine entry point?
💡 Tip: Ask AI Math Coach to connect the shared idea to the relevant High Leverage Concepts (HLCs) for each grade level.
Use when: You want one task that every student in your multiage class can access and extend — without running two separate lessons.
I need a low-floor, high-ceiling task for my [grade levels] multiage class. We are working on [shared concept or HLC]. The task should have multiple entry points so all learners can begin, and allow students who are ready to go deeper. Can you suggest a task and explain how a [lower grade] student and a [upper grade] student might each approach it?
💡 Tip: A good multiage task often uses the same mathematical structure with different numbers or complexity levels — ask AI Math Coach to show you how to "tweak" a task rather than create two separate ones.
Use when: You're planning a new unit and want to decide how much to blend or separate your grade levels for the Main Lesson.
I teach a [grade levels] multiage class. I'm planning a unit on [concept]. The Grade [lower grade] focus is [HLC or standard] and the Grade [upper grade] focus is [HLC or standard]. How much do these content strands overlap? Should I run this unit fully blended, mostly together with occasional splits, or mostly split? Help me think through which instructional route makes the most sense and why.
💡 Tip: The four routes range from fully blended to fully separate — ask AI Math Coach to explain the tradeoffs for your specific content before you decide.
Use when: You're starting a new unit and want AI Math Coach to help you build one cohesive multiage unit plan by picking and choosing the best lessons from both grade-level units — rather than running two separate units side by side.
I teach a [grade levels, e.g., Grade 3/4] multiage class. Here is the Unit at a Glance for each grade level:
Grade [lower grade] Unit: [paste or describe the unit overview — lesson titles, sequence, key concepts, number of days]
Grade [upper grade] Unit: [paste or describe the unit overview — lesson titles, sequence, key concepts, number of days]
My instructional preference: I want to teach [choose one: one shared Main Lesson almost every day / one shared Main Lesson most days with occasional splits / split Main Lessons most days].
I have [number of days] days for this unit.
Can you help me build a multiage unit plan that picks and chooses the most important lessons from both grade levels, identifies where the content overlaps enough to teach together, and flags the 2–3 lessons where I may need to split? Please organize it by day and include the big mathematical idea for each lesson.
💡 Tip: The more detail you share about each unit (lesson titles, key concepts, pacing), the more targeted the plan will be. You can paste directly from your curriculum's Unit at a Glance page. Also tell AI Math Coach which lessons you already know carry the most mathematical weight — it will prioritize those.
Use when: You want a warm-up routine that every student in your multiage class can enter — regardless of grade level or readiness.
I want to start my [grade levels] math class with a short number sense routine that every student can access. We are working on [concept or HLC]. Can you suggest a launch routine — like a visual image, estimation challenge, Would You Rather, or Which One Doesn't Belong? — that has no wrong entry point and will get students from both grade levels talking and reasoning together?
💡 Tip: The best multiage launches have no floor and no ceiling — a second grader and a fourth grader should both have something genuine to say. Ask AI Math Coach to find a resource from the ALN library and include a download link!
Use when: You want students from different grade levels to have genuine mathematical conversations — not just the "older" students carrying the discussion.
I teach a [grade levels] multiage class. During whole-group discussions, the [upper grade] students tend to dominate and the [lower grade] students go quiet. Can you give me 3–4 structures or routines that help students from both grade levels contribute meaningfully to the same mathematical conversation — without me having to run two separate discussions?
💡 Tip: Ask AI Math Coach to include a sentence starter sheet students can reference during discussions.
Use when: You want questions you can ask during a shared task that draw out reasoning from students at different grade levels — without steering anyone toward a particular strategy.
I'm working with my [grade levels] multiage class on [concept]. What are some questions I can ask during the lesson that work for students at different levels — questions that invite a [lower grade] student to share what they notice AND give a [upper grade] student something deeper to think about?
💡 Tip: "What do you notice?" and "How did you decide?" are naturally low-floor questions — ask AI Math Coach for concept-specific versions that push thinking at both grade levels.
Use when: You want to wrap up a shared lesson in a way that names the mathematical idea both grade levels were working on — and helps students see the connection.
I just finished a shared lesson with my [grade levels] multiage class on [concept]. The [lower grade] students were working on [what they did] and the [upper grade] students were working on [what they did]. Can you help me plan a Closure that explicitly names the shared mathematical idea and helps students from both grade levels recognize what they have in common?
💡 Tip: A strong multiage Closure doesn't summarize two separate lessons — it names the one big idea that both grade levels were building toward.
Use when: You have student work in front of you and want to understand what it tells you about their mathematical thinking — and what to try next.
Here is a math problem my [grade level] student solved: [describe the problem and exactly what the student did — including any errors or unusual strategies]. What does this tell me about their mathematical understanding? What should I try next to move their thinking forward?
💡 Tip: The more detail you give about what the student actually did (not just whether they got it right), the more useful the response will be.
Use when: You've looked at work from students across grade levels and want to figure out what to teach next — for the whole group and for each grade.
I just looked at work from my [grade levels] multiage class on [concept]. Here is what I noticed:
- [Lower grade] students: describe what most did, what some did, where they got stuck
- [Upper grade] students: describe what most did, what some did, where they got stuck
Based on these patterns, what instructional moves would you suggest for my next lesson — both for the whole group and for each grade level?
💡 Tip: Try sorting student work into 3 piles (got it, almost there, needs more support) for each grade before writing your prompt — it makes the patterns easier to describe.
Use when: A student in your class — regardless of their grade level — is working on foundational skills from a previous grade and you're not sure where to begin.
I have a [grade level] student in my multiage class who seems to be working on foundational skills from an earlier grade. Here's what I've observed: [describe what you've seen — work samples, patterns, what they can and can't yet do]. Where would you suggest I start, and how can I connect their foundational work to what the rest of the class is doing?
💡 Tip: Ask AI Math Coach to connect the foundational skill to the current unit's HLC — it helps you see how small-group work and whole-class work can reinforce each other.
Use when: You want a complete set of differentiated activities that work for students across grade levels — without creating two entirely separate menus.
I'm building a Math Menu for my [grade levels] multiage class focused on [concept or HLC]. I want activities that students can self-select into based on their readiness — not activities that are labeled by grade level. Can you help me find or create: (1) a Problem Solver task, (2) a Windowpane activity, (3) a game for practice, and (4) a journal prompt? Please include download links from the ALN library wherever possible.
💡 Tip: The best multiage menus don't label activities by grade — they use low-floor, high-ceiling design so students self-select their challenge level. Ask AI Math Coach to explain how each piece connects to the shared HLC.
Use when: You have a task you like but want to make it accessible to your lower grade while still challenging your upper grade — without writing two different tasks.
I have a task I want to use with my [grade levels] multiage class: [describe or paste the task]. Can you help me adapt it so it works for both grade levels? I want to keep the same mathematical structure — not create two separate tasks. What's the simplest way to tweak the numbers, remove a constraint, or add an extension so every student has a genuine entry point?
💡 Tip: Three moves that work well: tweak the numbers, remove or cover a number so students self-select, or add an extension question for the upper grade. Ask AI Math Coach which move fits your task best.
Use when: You want a rich, multi-step problem that students from multiple grade levels can all work on meaningfully.
I'm looking for a Problem Solver task for my [grade levels] multiage class working on [concept]. I want something that has multiple entry points so students from both grade levels can get started, and enough depth that upper grade students can go further. Can you find a task from the ALN library and include a download link?
💡 Tip: A good Problem Solver for a multiage group can be started with a drawing or a guess — ask AI Math Coach to confirm this about any task it suggests.
Use when: You're a specialized instruction provider working with a group of students who are different ages, different grade levels, or have different learning goals.
I'm working with a small group of [number] students. They are in different grades: [list grade levels]. Here's a quick snapshot of each:
- [Student 1 or group: what they can do and where they're working]
- [Student 2 or group: what they can do and where they're working]
- [Student 3 or group: ...]
Can you help me plan a session that gives everyone something meaningful to work on — without me running completely separate lessons for each student?
💡 Tip: Even when students have different goals, they can often work on the same task at different levels. Ask AI Math Coach to suggest a shared task with differentiated entry points.
Use when: You want to make sure the foundational work you're doing in small group connects to what students are experiencing in the whole-class lesson.
I have a [grade level] student who needs to work on [foundational skill from a previous grade]. Their class is currently working on [describe the current unit or concept]. How does the foundational skill connect to what they're doing in the whole-class lesson? How can I frame the small-group work so it feels relevant to them — not like a separate, remedial track?
💡 Tip: Connecting small-group work to the current unit helps students see the relevance and transfer their learning more readily.
Use when: Students in your small group have different IEP goals or learning targets and you want everyone engaged in the same session.
I'm working with a small group where students have different goals. [Student A] is working on [goal/concept], [Student B] is working on [goal/concept], and [Student C] is working on [goal/concept]. Is there a shared task or structure that could give all three students something meaningful to work on at the same time — so I'm not running three separate mini-lessons?
💡 Tip: Ask AI Math Coach to look for the mathematical overlap between the goals first — there's often more shared territory than it appears.
Use when: A student did something unexpected during a shared task and you want to figure out what to do with it — especially when it might be grade-level work for one student but not another.
During a shared task with my [grade levels] multiage class, a [grade level] student did the following: [describe the strategy or response]. I wasn't sure what to do in the moment. Can you help me understand what this student might be thinking, and what I could ask or do next to build on it — in a way that's also meaningful for the rest of the class?
💡 Tip: Unexpected student moves are often the richest teaching moments — this prompt helps you mine them for the whole group, not just the individual student.
Use when: You want a simple, session-ready tool to track what you see across students who are working at different levels or toward different goals.
I'm working on [skill or concept] with a mixed group of [grade levels or description of group]. Can you make me a simple observational checklist I can use during sessions to track each student's progress? I want something I can fill in quickly while I'm teaching — not a formal assessment. Please include indicators for students at different levels of understanding.
Use when: You've finished a round of sessions and aren't sure if a student is ready for the next focus — especially when their grade-level peers have moved on.
We've been working on [skill or concept] with [student name or initials] for [number of sessions]. I'm not sure if they're ready to move on. Here's what I've seen: [brief description of what the student can and can't yet do]. Can you help me think through whether they're ready, and what "ready" should actually look like for this skill?
💡 Tip: "Ready to move on" doesn't always mean mastery — ask AI Math Coach to help you define what sufficient understanding looks like for this specific skill.
Use when: You want to loop families in on what a student is working on — especially when the student's work looks different from their grade-level peers.
I'm working with [student name or initials], a [grade level] student, on [skill or concept]. Can you help me write a short family note that explains what we're working on, what models or strategies we're using, and one activity or game they could try at home? Keep it friendly and jargon-free — and help me frame the work in a positive, strengths-based way.
💡 Tip: Families are most supportive when they understand the "why" behind the work. Ask AI Math Coach to include a brief explanation of how this skill connects to grade-level math.
