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    differentiating math instruction
    By Carolyn

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    I teach fifth grade. Like everybody else, and as in all grades, I have students who are gifted in math, and those who don't have a clue. Then there are those in the middle who get it if you repeat it often enough.

    I start by teaching whole group math. I have to expose every student in my class to fifth grade math, whether they are ready for it or not, because they will be tested on fifth grade skills at the end of the year, and I, as a teacher, will be judged how well I teach by the kids' performance on that single test.

    If a child scores below an 80% on a Friday math quiz, then on Monday morning, first thing in the morning (as morning work), I ask that they try to find their mistakes. The students who score 80% or higher are given enrichment math activities to complete. After the students have tried to find their mistakes, I go over the problems with them once again. I also go over the enrichment math activities with the students. Mondays enable me to do this, because I am not taking up class time to go over homework. (We don't have homework over the weekends.)

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