Differentiated Tasks


 The tasks presented here are differentiated to present students with mathematically accessible and achievable challenges (see Willis, 2012).

For example:
  1. For sorting and matching cards, two different sets of cards were designed – a set of 16 cards and one with 32;
  2. When asked to draw rectangles, while some students were asked to draw rectangles with an area of 24 or 36, others were asked for areas of 12 or 16;
  3. In finding relationships, calculators were provided to those students who still lacked skills in number work.

Matching Polygons 1Matching Polygons 2DSC02494DSC02411Assess6

Willis, J. (2012).
Learning to Love Math: Teaching strategies that change student attitudes and get results. Alexandria, VA: ASCD


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