Differentiated Math Assignments For 3rd

Math centers or workstations where kids are all involved in different activities are a fundamental part of many elementary classrooms. But centers are also a tremendous amount of work for the teacher, as both differentiation and assessment can be time consuming and difficult. Are the kids really learning? Are the activities on an appropriate level for each student? How can you tell without grading fifteen different types of activities?

I replaced math centers in my classroom with a 10 minute daily partner game time, and it’s one of the most powerful strategies I’ve found for getting kids to construct knowledge and think deeply about math concepts.

How is a differentiated math partner game time different from math centers?

Kids can pair up and play a game with a partner in either setup. But usually when students are in centers, you the teacher are working with a small group. Since you’re busy teaching, it’s hard to tell whether the rest of the class is actually learning anything in their centers or if they’ve just mastered the art of looking busy.

During math partner games, however, you are not responsible for small group instruction, so you’re free to facilitate students’ thinking and engage kids in conversations about what they’re learning.

What makes a differentiated math partner game time so beneficial?

Having the whole class play the same game at the same time allows you to conduct mini-lessons/strategy discussions around shared experiences before and after game play.

And because the whole class is playing the same game at the same time, you can be 100% focused on observing your students during play and pushing their thinking. You get to watch and engage with students as they actively construct knowledge through collaborative hands-on activities.

How do I make time for differentiated math partner games?

A whole class partner game time can be completed in less than half the time that centers or workstations usually take. It’s a great way to break up long periods of direct instruction with guided practice and meaningful opportunities for students to explore and talk about math concepts.

In my 90 minute math block, for example, I was required to do standardized test prep/spiraling review practice with the kids for 20 minutes at the start of the math period. I chose to follow that with 10 minutes for math partner games, and then launched into my math concept/skill lesson for the day. The active, hands-on partner games were the perfect way to clear students’ heads and let them have some fun.

How many times do kids play the same game?

Generally, students play the same game for an entire week so you have lots of targeted opportunities for identifying and addressing misconceptions and scaffolding student learning.

The repetition also gives students time to master the rules of the game–and that’s where the magic happens. Once kids understand the basics of how to play, they really start focusing on the targeted math skills, determining patterns and strategies, and engaging in higher-level thinking during the discussions.

A good math partner game is open-ended and allows kids to construct their own knowledge. This example is from my Geometry unit.

How are kids paired up?

I recommend that math game partners be selected by the teacher (rather than self-selected) so that students are paired homogeneously. This is important because if you have heterogeneous pairs (mixed ability levels), the less advanced child will lose frequently and get frustrated. Kids are just like we are as adults–it’s only fun to play a game if you regularly experience success and feel like you have a fair shot at winning.

Partner 1 is responsible for getting all the game materials from the front of the room, and Partner 2 is responsible for returning them after game play. I usually set a timer for one minute and teach kids to have everything in its place and be ready to work when the timer goes off. This routine makes set up and clean up super quick.

This list of partners is always displayed for the kids’ reference. I make changes to the partner list based on my observations and student input. I’ve found that some kids want to keep the same partner for months, but most kids want to change partners every few weeks, and I try to accommodate them either way so they enjoy the games more.

Is it really differentiated practice if all the kids are playing the same game?

Yes! Differentiation is another reason why I think it’s better to pair kids with similar ability levels for math partner games. You’ll be able to spend more time supporting your struggling students since they’ll be working together. And having your highest-performing kids paired together will be extremely valuable for them because they can play quickly and enjoy being challenged in a way that doesn’t always happen during mixed-ability cooperative activities.

I often differentiate the materials I give each pair of students. For example, below-grade-level students might use a 6 sided number cube (die) during game play, while above-grade-level students might use a 12 or 24 sided cube and play the same game with higher numbers.

I also include a challenge activity in each game which I assign to certain pairs of students for differentiation. Other pairs can choose to do the challenge if they have time, and usually by the last two or three days of the week, most students are ready to try the challenge unless they haven’t yet shown proficiency with the basic level of game play.

Additionally, I include “Math Talk” questions with my games and have students reflect in a conversation or via their math journals. These are open-ended questions that are naturally differentiated.

How do I introduce a differentiated math partner game to my class?

This is where math partner games and center time may differ: you as teacher MUST model how to play the game FIRST.

While it’s tempting to skip the demonstration, it makes a HUGE difference in the quality of strategical thinking and conversations you’ll get from your students.

Use the partner games to model mathematical thinking/reasoning and draw attention to the math strategies you want students to use.

Introduce one game to your students each week. During the modeling, you can demonstrate the basics of the game by playing against a student volunteer.  I use a document camera to help with this, so the class can see the game pieces as we play. I then ask two other student volunteers to play the game for a couple of minutes in front of the class.

Right after the modeling/demonstration, release students to try playing the game with their partners. If you see a lot of kids making the same mistakes or demonstrating major misconceptions, end the game play time a little early. Talk about it afterward, and do more modeling the next day.

When you first introduce a game at the beginning of the week, you’ll start your math partner game time with around 5 minutes of modeling. By mid-week, you can start the time with a mini lesson focusing on the higher-order thinking skills you want students to develop.

What am I as the teacher doing during game play?

In just this one 10 minute time period, you can accomplish so many different things:

  • Observe students as they actively construct knowledge
  • Take anecdotal notes and/or informally assess children in meaningful contexts
  • Model logistical thinking and encourage math talk before, during, and after game play
  • Reinforce basic concept knowledge through game play with below-grade-level students
  • Support students who struggle with cooperative learning and social problem solving skills
  • Challenge high-achievers and push their thinking

How do I give closure and assess the math partner game time?

You can end the math partner game time with a whole-class debriefing session that can go pretty in-depth since all the kids were practicing the same skills through the same game and have shared experiences.

Students can talk about what strategies worked well and which didn’t. Students can also reflect on these questions in writing (i.e. in math journals), or by talking with their partner (or with a different partner in a think-pair-share activity.)

You can pose particular scenarios that might arise during game play and have students suggest strategies for solving them, or mention a challenge that one team of students experienced and have students talk about what they would do.

How do I make my own differentiated math partner games?

I’ve created the FREE cards below which you can use to start creating your own games:

These cards are perfect for all kinds of open-ended, differentiated partner games.

What if I don’t have time to make high quality math partner games?

YOU don’t need to spend hours planning out and designing rigorous math games that cover all the standards–I’ve already done the work for you!

I’ve created ready-to-use math partner games for every Common Core domain (except Measurement and Data) for grades 1-5. These games allow students to practice ALL the standards in multiple ways to ensure they truly master the concepts. Even if your school doesn’t use the CCSS, these games still cover the basic skills and concepts that are taught at the elementary level, and you’ll see the alignment very easily.

The games are $1 each, and are bundled according to skill:Fractions, Geometry, Operations and Algebraic Thinking, and Number and Operations in Base Ten (Place Value).

Each bundle of games features:

  • Higher-level thinking and critical thinking skills (not just rote practice)
  • Hands-on activities which allow kids to actively construct knowledge: no worksheets!
  • Options for open-ended game play so that students are not “finished” until time is up
  • Challenge activities to extend game play and/or differentiate it
  • Math Talk questions/prompts to encourage students to analyze strategies and reflect orally or in writing about what they’re learning

Click through the slideshow to see the games for each domain and grade level, or click here to view them in my store:

Already purchased the games? Get the updates free! You now get a .zip folder with purchase that includes individual PDFs for each game. If you only want to print and use one game at a time, you can easily print just the PDF with that game’s instructions and materials. Go into your TeachersPayTeachers account and view your purchases, then re-download the games to access the update.

How do these game work in real classrooms?

These games have been used and loved in thousands of classrooms around the world! Here’s what other teachers are saying:

These games have really enhanced my students’ understanding of place value. They have thoroughly enjoyed playing them. Instructions are clear and games are easy to make. Thanks! – Cathy H.

Best games ever. My 5th graders finally understood fractions after playing these thank you!!!!!! – The Whimsical Teacher

My students don’t even realize they’re learning while they are playing games! Thank you! – Ally Blackwell

This is terrific! I really like all of your information at the beginning for how you use these games for instructional purposes with the gradual release model. Thanks! – Jania D.

The game sets are easy to put together and no-nonsense. The students have enjoyed playing the games, and they play even during “indoor” recesses.  – Anonymous Buyer

Definitely worth it so I can spend more of my Christmas break with my family. Saved me a ton of prep time. Thanks! – Zephyr

Great games! Very engaging! Makes practicing these skills a lot more enjoyable for my struggling students – Britta B.

I love how all these games can be played over and over again rather than just once and the question are rigorous. – Katelynn T.

Wonderful games that kept my student engaged for long periods of time with challenging problem solving and critical thinking skills. – Tracy N.

My students love these games, so often I hear, “Math is fun!” Can’t get better than that! – Anonymous Buyer

Fun, creative and interactive, with lots of use of math vocabulary for the students. – Anonymous Buyer

So helpful to have these games to reinforce and differentiate groups! Thank you! – Dayna D.

This sounds great, but isn’t it too late in the year to start partner games?

Nope–this is actually the perfect time to introduce something fun and new to your students. They’ve already (mostly) gotten the hang of your regular classroom routines and are ready for a different challenge. Differentiated math partner games are a great way to break up the monotony of your regular math lessons.

Plus, kids LOVE to play these games! If you have students that dislike math or struggle with it so much that they rarely get any enjoyment from their assignments, these games will allow them to experience success and see the creative, open-ended, and enjoyable aspects of math concepts…maybe for the very first time.

For me, student engagement is at an all-time high when kids are playing differentiated partner games–that 10 minute block might be the highlight of the day for your students!

Have you tried differentiated math partner games in your classroom? Share your questions and experiences in the comments below–I’d love to help!

The school year is halfway through.  If you’re like me, you are thankful for this winter break and are enjoying time with family.  You are also using your break to review what is working in your classroom and what needs to be changed.

Today I will share with you how you can set up and organize a math workshop model that will help you reach every student!  I hope you will take this guide, modify as needed, and use it in your classroom to help you and your students have a successful year!

In this guide I will cover these topics:

  • How to organize your students into small groups
  • How to find practical and concise material to differentiate your instruction
  • How to set up math stations that are painless to manage

The goal of this math workshop model is to set up a system that gives students responsibility. They will know where to go and what to do.  They will know what is expected of them and stay on task.  This means you can use every minute to focus your attention on a small group of students.

STEP #1 – ORGANIZE YOUR STUDENTS

Here is the most important part – organizing your students into groups.  It is difficult to do this at the beginning of the year, but by now you know your students better than anyone.  Yes, you can look at the data collected by those online assessments, but lets face it – those assessments are sometimes way off.  Use whatever data you have as a start, but use your professional judgment to make the final call.

Sticky notes – a teacher’s best friend 😉

Write each student name on a sticky note/index card/ect.  This will make moving students around a simple task.  I had some extra TABS that I used.  Now let’s get started.  I typed up a nice little page for you to use as you are brainstorming groups (click to print).  It will help you think of the following…

  • Who are my struggling students that need remediation?
  • Who is right on target (grade level)?
  • Who has mastered the skills & needs enrichment?
  • Which students can NOT be in the same group?
  • Which students have STRONG teamwork skills?

Now’s the fun part – start putting the sticky notes in those groups.  Notice how there are TWO groups for struggling students.  You will meet with these students twice a week in small groups.  Below is an example of what your small group planning sheet may look like.

Now that you have your students in groups, it’s time to write this down on the ‘official’ math group page (click to print). Keep in mind when you want to meet with your students.  Use the following as a guide:

Now you should have a pretty list that looks something like this.  Be sure to print out extra sheets and keep them in the sheet protector, so you can make changes to the groups as needed.

STEP #2 – USE PRACTICAL AND CONCISE MATERIAL

After you form your groups you need to decide what you’re going to teach and how you’re going to organize it.   Finding quality material for each group can easily turn into a time consuming task.  After 5 years of teaching 3rd grade, I have come up with a math curriculum series that will save you time and make planning small groups a breeze.  This will ensure that you use each minute effectively.

How do I decide what to teach?

You could continue to focus on skills you taught during your whole-group instruction.  You could also decide to focus on the concepts that students struggled on during the first part of the school year.

Let’s look at the following..

  • Part 1: How to keep organizedlesson plans
  • Part 2: How to keep track of each student’slevel of mastery
Math Binder – Part 1

I’ve typed up a one page small group – lesson plan template on excel.  This is so convenient, because you can plan your entire week on one page and have a clear view of what you are going to teach.  This lesson plan template is pretty neat because I’ve included drop-down menus to make lesson planning simple.

The editable lesson plan templates are available for grades 1-5 and you can choose the following from the drop down menus:

  • The domain you are focusing on
  • The standard being taught/reviewed
  • The problem solving strategy you are working on
  • *Some of the templates include standards from the previous and next grade, so you can keep track of remediation & enrichment.

Click on the pictures to download a blank PDF version of the lesson plan template.

Math Binder – Part 2

There is also a sheet that you can use for each student.  Yes, it seems like a lot of work, but if you organize the sheets per group it won’t take more than a few of minutes to check the standards for each student.

To make this section you will need 4 dividers with tabs.  Label them Group 1, Group 2, Group 3, and Group 4 (see pictures below).  You will need to print a level of mastery sheet for each student.

When organizing the level of mastery sheets, group them together according to what math small group they are in.  So, if students #2, 5, 7, 8, and 12 are in group 2, I would put those sheets behind the Group 2 tab in the binder.

Click the images below to download a PDF version of the common core math checklists.

Purchase the Math Tri-Folds and make your small group lesson planning a breeze.

STEP #3 – SET UP MATH STATIONS

I have always displayed the math rotations on pocket charts, but I’ve decided to do something different.  I set up the math rotations display on an easel.  The rotation cards are printed on regular sheets of paper and are inside sheet protectors.  This allows me to write down what is expected at each station.  It also makes changing the dates simple! (Download the rotation cards here.

Students also have a copy of where they go inside their math workshop folder. I also have master in my math binder. (Download the student folder sheets here.)

What do students do during each rotation?

When finding material for math stations I ask myself the following:

  • Are they aligned to the standards? There are a lot of cute games out there, but we don’t have time for busy work in my class.
  • Are they simple to assemble/maintain? I like math stations that I can print/laminate and can store for years to come.
  • Are they interesting/fun?  Everyone needs a break from boring paperwork, so I want students to learn and have fun during this time.

Now let’s look at each math station.

Math Rotation #1 – Teacher

This is when students come to the teacher and have a small group math lesson that is focused on remediation or enrichment.  We may complete a math tri-fold during this time or review something the students struggled with during whole-group instruction.

Math Rotation #2 – Computer

My school bought a subscription to iXL.com.  Students complete standards that I’ve assigned them (on rotations display).  You can also assign students math activities using MangaHigh.com. I have recently created interactive, paperless math centers for grades 3-5. You can view them by clicking here.

Math Rotation #3 – Independent

This rotation is where I place math board games, task cards, sorts, or interactive notebook activities.  I write down what students are to do on the rotations display.  Math games are stored inside plastic drawers (extra wide).  I place the games that students are going to work on in the colorful drawers.  Students take the game with them to their math spot. I will post about how I organize math games in a future post.

  • Math Board Games & Task Cards – I LOVE this packet of math board games and task cards.  They are grouped by domain, so it makes finding the right math center an easy task.  There are matching games, board games, and task cards for students to complete. (Click to view 3rd grade) Expect a packet for grades 4 & 5 in the near future.
  • Math Sorts  – This is my newest product for 3rd grade.  You will find math sorts that cover ALL 3rd grade math standards.  You can learn more about math sorts here. (2nd Grade, 3rd Grade, 4th Grade, 5th Grade)
  • Interactive Math Vocabulary – Students love interactive notebooks, and this product focuses on vocabulary.  (Click to view 3rd grade)  I will be working on grade 2, 4, and 5 soon.
Math Rotation #4 – iPad

Students can use Google Slides to complete a digital math center for the specific standard you are teaching. Below are links to the available growing bundles.

Another student favorite is the use of QR codes.  Students complete task cards, record, and check using the QR codes.  You can use the following sheet to plan your rotations for the entire week!

Let’s Review!

In order to successfully implement  this math workshop model, you will need to…

  • Organize you students into 4 groups.
  • Use standard specific material during small group meetings
  • Set up a math rotations display so student know where to go
  • Set up student math folders where they keep their math workshop material
  • Set up math stations that are easy to manage
  • Review expectations, practice, & review some more!

Are you ready to start planning your math groups?



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