Math Differentiation
I have tried many different ways to set up my math block so
that instruction time is utilized well and I am able to differentiate for a
variety of levels. I have done Math Centers, Math Stations, and Math Daily 3 to
see what works for me. What I have found to work the best is a combination
between Math Stations and Math Daily 3. I structure my time where I teach three
small mini-lessons in an 80-minute block. In between those three mini-lessons
are a combination of math stations and math daily 3. I say it is a combination
of the two because math stations focuses on having a variety of games for a
group to play with and practice multiple times. Math Daily 3 focuses on math by
myself, math with someone, and math writing. I have incorporated these
activities into my math workstations so students are getting all three ways to
practice. The cen
Mini-Lesson #1: Main Lesson introducing the new skill. This
is where I model how to do it. Then I practice it with the students.
Math Stations/Math Daily 3: Students then get into their
groups that I assigned. These groups are mixed ability groups. Students are
working on math by myself, math with someone, and math writing. Each of the
three activities is organized with a variety of activities for students to
choose from. They are all activities that they have done with me or similar to
a game they have done with me. Usually there is no confusion on how to play the
game. During this time I call back a group of students who seemed to struggle
with the first Mini-lesson when we were practicing together. I then reteach the
lesson with them in a small group.
Mini-Lesson #2: The lesson is practiced with the students
again. Then they try some problems with a partner. After the students are
finished I check their work and they go to the second round of math
stations/math daily 3.
Math Stations/Math Daily 3: Students get into the groups
they were assigned to and work on a different math daily 3. I work with partner groups who struggled with
the skill and reteach.
Mini-Lesson #3: I review the skill that was taught again
with a few more problems. Students are given a short assessment so I can see
who understood the skill and who didn’t. If there is time students can do
another round of math daily 3. If there is not enough time, I collect the
assessment and go over it with them later in the day or the next day. I try to
give them feedback as soon as possible.
Check out my math stations that I use to differentiate. I have grades K-3. I use a variety of grade levels depending on the standards and skills students are struggling with.
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