Differentiating In Your Math Classroom

If you teach math then you know how complex it can be in today’s classroom.  With the variety of needs that exist in a classroom, you need a way to teach math without creating a crazy amount of work for you.

In my classroom, this is a reality I deal with every day. In a typical school year, I will have a range of abilities that range over 3-4 grade levels.

Additionally, you also have negative attitudes about math to deal with.  No kid likes feeling dumb and getting ‘baby’ work.  Overhearing this messaging in students is enough to make you want to do something different.

To combat this in my classroom I use open-ended math questions that allow for multiple entry points for a variety of learners.

These questions start with a number of the day and all of the activities use this number to solve the math questions.

For example, in this fractions page choosing a different fraction changes the complexity of the activities on the page.

For those students who are working with the benchmarks of half and whole using the fraction 1/2 allows students to simplify the complexity of the questions.

By changing the fractions the questions become more complex.

This page is the daily practice page that covers the main components of the curriculum standards for fractions.

Each day students complete the same page as the fraction of the day changes.

This serves two purposes.  First, it builds a growth mindset.  In the beginning, the students may not be very confident in completing this.  However, after a few days of practice and review the students gain more confidence.  Second, this is low prep for me and covers much of what they need to learn.  With one page I easily have two weeks of prep done and each day can focus more on the needs of individual students by giving them the fraction of the day that best suits their needs.

To learn more about these pages check out the replay of my live show and see these pages in action.  www.teachingwithinquiry.com/ep40

or grab the math packages here

 

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