When teachers differentiate instruction, they can better meet the unique needs of each student in their classroom. RightStart Math has built-in differentiated approaches by incorporating manipulatives, worksheets, and games into the lessons. But what if you need more?
This is the first in a short blog series that will give you ideas on how to differentiate instruction while using RightStart math. This blog will focus on activities for the strong student. You will also want to check out ideas on how to differentiate for the struggling student, differentiate for the whole class, as well as how to differentiate the Warm-Up time and implement exit tickets for an informal grading option.
Ways you can differentiate RightStart Math for the strong student:
Have your strong student play solitaire games.
Games such as A42 – Corners Puzzle, D13 – Multivides, D14 – Mixed Multivides, and many other games will not only give the strong student extra activities to work on while the rest of the class is completing their tasks, but these games will challenge the student to increase their skills and develop fluency.
Use games to teach new content.
If your strong student enjoys challenges, why not choose a game that will teach new content? For example, if they have not learned multiplication facts, have them play P10 – Multiplication Memory. If this student has not learned to divide with remainders, have them play D7 – Quotient and Remainder. You can modify the rules so the game can be played independently.
Encourage the student to peer teach.
Encourage your strong student to mentor or work with a student who needs a little help. You can assign games or activities for students to complete together. In this environment, the stronger student can encourage and assist the struggling student. Peer tutoring fosters conversation and gives the opportunity for a struggling student to ask questions in a low-stress environment.
Give the strong student number puzzles to solve.
RightStart Math introduces number puzzles in the curriculum. Instructions are listed in 4th grade (Level E), Lesson 30, and 5th grade (Level F), Lesson 14. If you do not have those grades, let us know, and we can provide instructions and examples.
Have the student create math problems for the teacher and/or the rest of the class to solve.
Students enjoy ‘stumping’ the teacher. So, have your student create a challenging math problem for the teacher to solve. As they try to create a difficult problem, they must think through the process and check the teacher’s answer, ensuring they know how to solve it. Then, the teacher and the class can discuss the problem.
Encourage the student to create a math card game.
As the student learns new concepts, have them create a game to practice what they have learned. Then, let the entire class play the game. We would also love to see the game your students created. So, forward the game instructions to us to share this game with others!
Have the student create tangram art or puzzles.
You can find tangram art and puzzle kits everywhere. Tangram art and puzzles are fun and engaging and develop spatial visualization skills. Better yet, have your student create their own tangram art and draw the shape for their classmates to recreate.
Conclusion
When you differentiate instruction, you will help your strong students maintain interest, push them to their full potential, and ensure they remain active participants in the learning process.
Contact us if you have other ideas or would like other suggestions.
