Math Centers to Teach Composing and Decomposing This way all students can play the same activities, but each student will only be accessing numbers that can be used to compose their working number. If their working number is 7, they use a dice numbered 0-7 or 1-6. How do you use these dice to differentiate your activities? It’s easy! If a student’s working number is 5, they play each of the activities with a dice numbered 0-5. It had previously been used to sort magnetic letters, but she had transformed it into a math dream! I knew I needed one for myself! About six years ago, our math specialist came into my classroom with a plastic container. Okay, so I may have a slight obsession with dice. Today I want to show you a variety of activities that are easily differentiated just by using different dice! That’s right- ALL YOU NEED IS TO CHANGE THE DICE! Easily Differentiate Each Activity with DiceĪfter you’ve assessed your students, you can provide them with a wide range of experiences to build fluency with their working number. That student will then engage in a variety of activities that help them practice combinations of 6. When a student can’t fluently provide the missing part, that becomes the students “working number.” For example, if a student cannot provide 4 as the missing part of 6 when 2 is shown, 6 becomes the student’s working number. The teacher continues to move through numbers, checking the student’s fluency at each number. If the student can quickly provide each missing part, the teacher can move on and assess their fluency of the number 5. Beginning with the number 4, the teacher assesses that the student can fluently provide the missing part for all combinations of 4. Kathy Richardson refers to this activity as the Hiding Assessment. I quickly put the cubes back in the bag, and pull out a different number to see if the student can identify a new missing part. By seeing four cubes outside of the bag, they need to identify the number two as the missing part. I have six cubes and hide some in the bag. For example, take a look at the picture above. Essentially you are looking to assess a student’s ability to provide the missing part of a whole. You can use a bag, cup, or even just your hand- the idea stays the same.
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