Math differentiation (kind of long)

by Kat

Mar 21, 2009

Can anyone give me ideas on how to differentiate in math? My class of third graders this year has a wider difference in abilities than in years past. I am seeing kids ready to move on, but others who are still struggling. I need something that would allow me to work with my low kids for a few minutes, but not totally bore my higher kids. I don't always want my high kids to be tutors, because they get frusterated with the low ones who just DON'T GET IT!. I would like to hear how your typical math lesson would look like, start to finish. I have created Math Challenge Folders that have higher level, critical thinking problems and fun, but challenging sheets in them. I think I even have to differentiate these more. Some kids should get more multiplication/division worksheets, the kids not as proficient should get practice papers on addition/subtraction, etc. Does anyone use folders like these? I'm trying to start slow. At the start of next year, I'll have something more solidly in place. I...See More

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ny/5 We all struggle with this. When I was a child, we were grouped according to ability in both math and reading. We all survived and we all learned. It takes a tremendous amount of preparation time -- that we're not given -- to differentiate every math lesson. I try to make sure I always have an ongoing project for the higher level thinkers that they ...See More

Mar 24, 2009

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3rd Grade Teacher On 3/22/09, Kat wrote: > Hi! Thanks for your reply. Here's what I am going to try...I > have created Math Challenge folders for each of my kiddos. I > went the the Ed Helper website and printed off third grade > skills according to their level. The high kids will get a > packet of late third grade skills review, the average kids will...See MoreOn 3/22/09, Kat wrote: > Hi! Thanks for your reply. Here's what I am going to try...I > have created Math Challenge folders for each of my kiddos. I > went the the Ed Helper website and printed off third grade > skills according to their level. The high kids will get a > packet of late third grade skills review, the average kids will > get a mid third grade skills review, and my low kids will get a > beginning or even late 2nd grade skills packet to keep in their > folders. I am also going to print off Mad Minute skills drill > sheets to place in their folders, too. When a student finishes > a packet and it is done correctly, he or she will be eligible > for a free math assignment coupon. A correctly completed drill > packet, a piece of candy from my treasure chest (I'm still > thinking about the rewards stuff. I figure, if they are > choosing to practice more and not waste time when they finish > the regular assignment, I want to notice that.) I am also going > to try Math SRA for the first time. I have never used an SRA > program, so this is COMPLETELY new to me! I have included the > record sheet in their folder. There are over 200 SRA cards for > them to work on. I have chosen where each student is to start > in the kit based on their math level and performance. So, this > is differentiated, too. On those days when they are finished > the math practice book page and I am busy working with students > who need help, those high kids can choose their enrichment > activitiy: either the mixed review skills packet, drill packet > or SRA. On days when they worked on the practice workbook page > with a partner, there will be a game avaiable to practice > skills. Whew! That was a mouthful! I hope it was helpful to > you! It was helpful for me to just write out my thoughts. > Thanks again for your reply. I would love to here your thoughts! > > Kat > 3rd >

Kat,

I love the idea of the folder - for next year! :) This year I have STAR sheets that have levels of difficulty. 1 star is easy, 4 is more challenging. Then our district gives us a week by week essentials and they have 5 higher level thinking, problem solving type questions. We've not gotten through them all (we used to do them as a class but it was too much for my lower kiddos). Anyway, every problem is more difficult than just computation. I'm going to have the answers to those questions printed so the higher kids can self-check as they are working through them. Also, I have a book that is leveled for reading and I am thinking of buying the math one. Each skill has 3 dots - leveled (1 is easiest, 3 is hardest). Our textbook also has enrichment sheets so I copy those for my few students who are ready to move on while I reteach to those who need it. Finally, there is a series "Using the Standards" and one of the books is titled "Is That Correct?" I love to use these because they have to read the problem, a solution, and figure out if it is right or not. Then they have to justify their answer. I do have take to seat centers they can use to reinforce skills and these are self- checking as well. The materials can be hard to manage and they often lose pieces but they're fun.

Good luck to you, too! I am always looking for ways to change instruction. :)

Mar 24, 2009

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Kat Hi, NY/5!

What sort of ongoing projects do you have your higher level kids do? If you are differentiating in math, is the project related to math?

Thanks!

Kat

On 3/24/09, ny/5 wrote: > We all struggle with this. When I was a child, we were > grouped according to ability in both math and reading. We all >...See More

Mar 24, 2009

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Kat On 3/23/09, Lady J wrote: > Kat, I loved your ideas! I had some enrichment sheets, but they > didn't "fit" the student that was fast on calculations, but slow on > word problems. So making the Challenge folders will meet the needs > of more students.

Thanks for your response and your encouragement. I don't know if I'm creating ...See More

Mar 24, 2009

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ny/5 Right now, I'm using Borenson's Hands-On-Equations program to teach algebra skills. The higher level students can continue on to the next lesson on their own, or create and solve their own two step equations. I have a millionaire project in which the student is given a pretend million dollars and has to buy a minimum of 20 items and a maximum of 25...See MoreRight now, I'm using Borenson's Hands-On-Equations program to teach algebra skills. The higher level students can continue on to the next lesson on their own, or create and solve their own two step equations. I have a millionaire project in which the student is given a pretend million dollars and has to buy a minimum of 20 items and a maximum of 25. The need to provide proof of purchase (cutting out ads from magazines) and a log sheet in which all calculations are done by hand. This project is good for at least two months. I teach the students math games such as sudoku, oh no 99 and krypto and they can play these games alone or with a partner when they are done. The computer is also very helpful -- I have three computers in my room that I can put students on (bookmarked websites) that enrich what's going on in the classroom. Area and perimeter projects in which students need to make blueprints for a floor plan drawn to scale. I guess some good advice would be to introduce things throughout the year that not everyone will have the time or ability to get to -- those things are good for your students who pick up math quickly. And, in answer to your question -- sometimes the projects relate to what we're doing, and sometimes they don't :)

On 3/24/09, Kat wrote: > Hi, NY/5! > > What sort of ongoing projects do you have your higher level kids > do? If you are differentiating in math, is the project related > to math? > > Thanks! > > Kat > > On 3/24/09, ny/5 wrote: >> We all struggle with this. When I was a child, we were >> grouped according to ability in both math and reading. We all >> survived and we all learned. It takes a tremendous amount of >> preparation time -- that we're not given -- to differentiate >> every math lesson. I try to make sure I always have an >> ongoing project for the higher level thinkers that they can go >> to when they've completed the daily lesson. >> >> On 3/21/09, Kat wrote: >>> Can anyone give me ideas on how to differentiate in math? >>> My class of third graders this year has a wider difference >>> in abilities than in years past. I am seeing kids ready >>> to move on, but others who are still struggling. I need >>> something that would allow me to work with my low kids for >>> a few minutes, but not totally bore my higher kids. I >>> don't always want my high kids to be tutors, because they >>> get frusterated with the low ones who just DON'T GET IT!. >>> I would like to hear how your typical math lesson would >>> look like, start to finish. I have created Math Challenge >>> Folders that have higher level, critical thinking problems >>> and fun, but challenging sheets in them. I think I even >>> have to differentiate these more. Some kids should get >>> more multiplication/division worksheets, the kids not as >>> proficient should get practice papers on >>> addition/subtraction, etc. Does anyone use folders like >>> these? I'm trying to start slow. At the start of next >>> year, I'll have something more solidly in place. I would >>> appreciate anyadvice or ideas you are willing to share! >>> >>> Thanks, >>> >>> Kat

Mar 25, 2009

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