Elementary Math

AIM / IP / Differentiation Strategy
Daily Review /

Modify quantity of daily review problems
Provide differentiated copy of Daily Review with pieces already completed from student
Partner students strategically
Pull small group before Daily Review to pre-teach skills, review important vocabulary, address misconceptions
Pull small group during Daily Review and: complete daily review together, get students started and circle back, guide discourse around the problem
Allow students to use white boards, calculator and manipulatives
Provide an image to create schema and connect to prior knowledge
To increase discourse, have students write their answer on a post-it and place it on the board, prompting students to find others with their same answer and discuss with their partner.
Sentence starters and sentence frames to use with academic discourse
Differentiate Daily Review Problem
Level of difficulty: same process with easier numbers
Output: allowing students to select answer from multiple choice, having a menu of problems for daily review and allowing students to choose their own problem
Level of support: pre-chunk the problem and plan check-in points where students can check their answers as they progress

Fact Fluency /

Peer partnering
Students can progress through differentiated levels, so students are always practicing exactly what they need help on.
In small groups, during workstations or early finishers, provide extra practice opportunities to practice memorization with flashcards, roll & write, and fact fluency games in the classroom or on the computer.
Chunk fact fluency groups into smaller groups to aide in mastery (ex. add/subtract within 1 to mastery before add/subtract within 2)
During Roll & Write, provide students with number sentence frames already completed so students are focused on rolling the die and writing the numbers versus writing the number sentences

Guided Math /

/ Guided math itself is a fantastic form of differentiation!

Pre-/Re-teach with further scaffolding and alternative strategies
increase/decrease level of difficulty and/or level of support
vary the input (different visual aids, more modeled/guided examples, key vocabulary, highlight criteria for success)
vary student output (verbal response, written response, pictoral responses, responses using manipulatives)
Number Strings
Provide visual (words, pictures, number sentences, etc.) to support story problem told orally
Allow students to work with a partner to solve number string
Check in with students before partner share
Heterogeneous grouping during partner share
In addition to reviewing COI, interim and other formative data, collaborate with Ed Specialist and/or Intervention Specialist to include progress on IEP and/or RtI goals

Math Lesson /

Preferential seating and peer partners.
Increase/decrease level of difficulty, level of support, and/or number of problems
Vary the input (different visual aids, more modeled/guided examples, key vocabulary, highlight criteria for success)
Vary student output (verbal response, written response, pictoral responses, responses using manipulatives)
Provide a cloze notes graphic organizer during instruction
Assign “Criteria for success” monitor during direct instruction and guided practice that checks to make sure the teacher is using the strategies correctly
Pull a small group during Independent Practice or Explore/Apply to pre-/re-teach with further scaffolding and alternative strategies
Differentiated release for students needing more/less practice or teacher modeling

Number Talks /

Peer partnering
Pre-teach strategy in small group
Scaffold story problems with visuals
RTI/IEP Students may use whiteboards
Number Talks can be done during Guided Math
Give students a set of manipulatives being used by teacher to follow along;
Allow a student to be the “manipulatives monitor”
Student has story printed out with supports (key words highlighted, pictures, graphic organizer of steps)
Teacher checks in with student to share an answer with the class
Use heterogeneous grouping or homogeneous grouping with teacher support
Encourage student to use sentence starters, sentence frames and visual supports to share reasoning. Have them on cards/posters for students to refer to throughout activity
Create tiers of questions for students to self-select what questions they want to answers (ex. Question Dice where students roll the die and answer specific questions
Using sentence frames, visuals with scripts, highlighted key words
Pre-teach this problem before number talks with a small group of students highlighting important vocabulary/key words indicating particular operations, graphic organizers or steps outlined, academic discourse frames

Problem Solving /

Pre-/Re-teach with further scaffolding and alternative strategies
vary the input (different visual aids, more modeled/guided examples, key vocabulary, highlight criteria for success)
vary student output (verbal response, written response, pictoral responses, responses using manipulatives)
Increase/decrease level of difficulty, level of support, number of problems and/or length of time to complete the task
Use of manipulatives/technology to support
Use scaffolded questions to guide students when necessary
Use of heterogeneous grouping during collaborative grouping
Pull small homogeneous group during collaborative grouping to pre-/re-teach
Sentence starters and sentence frames for written and/or oral explanations (especially SLS)
For POWs and POMs, provide students with graphic organizer or thinking map to organize mathematical reasoning
For SLS, let student know which problems they will be presenting beforehand. Have student practice with you or a peer before they present to the class and highlight the strategy they want to share. Allow them to use their highlighted notes and sentence starters when presenting

Math Workstations /

Have different levels of work based on the workstation (e.g., choose the number of digits to use for calculator math, or comparing numbers).
Have the work for three levels of problems within a workstation indicated by color (e.g., all level 1 work is yellow, level two is blue, and level 3 is green)
Determine levels based on level of difficulty, level of support, number of problems, and method of student output (pictoral, written, manipulatives)
Collaborate with Ed Specialist and/or Intervention Specialist to include work based on on IEP and/or RtI goals
As an extension, have students write their own problems and rubrics for scoring the work.
Include practice opportunities for fact fluency, previously taught concepts, IEP goals, etc.