Differentiated Tasks

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.

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Willis, J. (2012).

Learning to Love Math: Teaching strategies that change student attitudes and get results. Alexandria, VA: ASCD

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