Choice Boards

Tic-Tac-Toe
Menu Boards
 Tic-Tac-Toe
T ic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that
allow them to practice skills they’ve learned in class or to demonstrate and extend their
understanding of concepts. From the board, students either choose or are assigned three adjacent
or diagonal tasks to complete.

Choice boards address student readiness, interest, or learning preferences. They are easily
adapted to a subject area.

Steps:
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning styles, or
interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the board.
6. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row.

Adaptations:
• Allow students to complete any three tasks—even if the completed tasks don’t make a
Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness. (Struggling students work with the
options on one choice board while more advanced students have different options.)
• Create choice board options based on learning styles or learning preferences. For example,
a choice board could include three kinesthetic tasks, three auditory tasks, three visual tasks.
• Author Rick Wormeli offers the following Tic-Tac-Toe board based on Gardner’s (1991)
multiple intelligences.

Interpersonal Kinesthetic Naturalist

Task Task Task

Logical Student Intrapersonal

Task Choice Task

Interpersonal Musical Verbal

Verbal Task Task Task

Sources:
Heacox, Diane. “Promoting Student Independence and Responsibility in Academically Diverse Classrooms.
2005 ASCD Annual Conference. Orlando, FL. April 2005.
Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom.
Portland, ME: Stenhouse, 2006, pages 65-66.

14
 Tic-Tac-Toe
Tic-Tac-Toe Examples

L arisa Bailey, Lead-Deadwood Middle School, created the following Tic-Tac-Toe Choice Board
for a 6th grade math unit on fractions, decimals, and percents. (See page 7 for Bailey’s KUD
elements.)

Define fraction, decimal, Complete a chart of Play the game Request or

and percent. Draw a conversions for fractions, Request Challenge. (The
picture to illustrate each decimals, and percents. game is like Go Fish, but you
word. need to match up fractions,
decimals, and percents.)

Complete lesson using All Illustrate ways in which

equivalent fraction, Notetaking Guide fractions, decimals, and
decimal, and percent 5.7 percents are used in
dominoes. 5.8 everyday life. You need
8.5 two examples for each.

Color equivalent squares Play the game Recall or Complete the Hidden
to reveal a hidden picture Recall Challenge. (The game Name Puzzle and then
of an endangered species! is like Concentration, but you create a puzzle of your
need to match up fractions, own.
decimals, and percents.)

Lead-Deadwood High School teachers Kim Fundaun, Laura Shuck, and Brook Kilian developed
a choice board for a 9th grade general science unit on heredity and genetics. (See page 7 for their
KUD elements.)

Summarize Classify Draw

Facts or ideas which are Dominant and recessive Meiosis and mitosis
important in determining traits as they relate to
genetics Mendel’s Pea Plants

Predict Show
What a person might look A model of a DNA strand
like using the Punnett Unit Test with a key
square

Survey Interview Judge

Genetics – hair color, eye A person whose career or 3 websites on genetics
color – graph your findings hobby deals with genetic/ and heredity
in a chart of your choice reproduction
(Pie, bar, line, etc.)

15
 Tic-tac-toe

Tic-tac-toe, also known as Think-tac-toe, is a differentiation tool that

offers collection of activities from which students can choose to do to
demonstrate their understanding. It is presented in the form of a nine
square grid similar to a tic-tac-toe board and students may be expected to
complete from one to “three in a row”. The activities vary in content,
process, and product and can be tailored to address different levels of
student readiness, interests, and learning styles. The center square may be
left open for the student to select an activity of their own. Tic-tac-toe
activities may be given to every student in the class, higher ability students
for extension activities, or lower students for review and practice.
Involvement in this strategy encourages independent learning. Teachers
should check in with students periodically and require students to keep a
log of their progress.
In place of lengthy activities, the tic-tac-toe board may also be used
with shorter, open-ended questions posed at varying levels of Blooms
Taxonomy.

Example Tic-tac-toe board for reviewing a math unit:

Write clear directions for Solve two of the Create a math rap or
performing the math five challenge rhyme that will help
computation skills problems someone remember
from this unit a concept from this unit

Create three word Student Choice Define the unit’s

problems from Activity vocabulary words with
information learned (with teacher approval) sketches or drawings
in this unit

Complete the review Develop a game using Identify four

problems in skills learned ways the concepts in
the text book in this unit this unit are used
in the real world
 For additional sample Tic-tac-toe boards, please see the following
resources, available in the PACE department at Derry Village School.

Coil, C. (2004). Standards-Based Activities and Assessments for the

Differentiated Classroom. Pieces of Learning.

Winebrenner. S. (2001). Teaching Gifted Kids in the Regular

Classroom. Minneapolis, MN: Free Spirit Publishing Inc.

Novel Think-Tac-Toe

Another choice board which is a variation of the Tic-tac-toe board is

called Novel Think-Tac-Toe developed by Carol Ann Tomlinson. In
addition to offering nine choice activities, Novel Think-Tac-Toe is a
differentiation strategy designed for students to explore character, setting,
and theme in novels of their choice. Two versions of the grid are used to
make this a tiered strategy in order to address students at different
readiness levels. To view samples of this choice board, please consult the
following book, available in the PACE department at Derry Village School.

Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated

Classroom. Alexandria, VA: Association for Supervision and
Curriculum Development, (ASCD).
 Tic-Tac-Toe Menu
1. 2. 3.

4. 5. 6.

7. 8. 9.

Directions: Choose activities in a tic-tac-toe design. When you have

completed the activities in a row–horizontally, vertically, or diagonally–you
may decide to be finished. Or you may decide to keep going and complete
more activities.

I choose activities # _________, # ________, # ________, # ________

Do you have ideas for alternate activities you’d like to do instead? Talk
them over with your teacher.

I prefer to do the following alternate activities: _______________________

_____________________________________________________________

Name: _________________________________________

Date Received:_____________ Date Due:_____________

Date Completed:_________________
Name:__________________________________________________

“Think-Tac-Toe”
Select and complete activities from the choice board in a tic-tac-toe
design. When you complete the activities in a row you may decide to be
finished. Or you may decide to keep going and complete more activities.

Can you design and

draw a building using Use a Venn Diagram to
compare and contrast Design and draw an
only squares? What
two monuments of your original monument
about using only
choice. celebrating a person,
triangles? Circles? place, or event of
Try it! your choice.

Is there one Pretend you and a

Select your favorite
monument that means friend are visiting the
person who designed
more to you Washington Monument.
a monument. Draw a
than the others? In What would you say to
picture of him or her
your writer’s each other? Write a skit
next to the monument
notebook, write about your
he or she designed.
about it and how it conversation. Act it out
Write why this person
makes you feel. using puppets.
is your favorite.

Design a building Using the shapes template

using a rectangle, on your computer
square, triangle and desktop, draw something Play the
circle in KidPix. You you spy in your classroom
Patterns game
may use more than that is a circle, square,
one of any shape. rectangle or triangle. in Logic Blocks.
Name your building. Write the name of the
Print your design. object, if you can.
 CHOICE BOARD FOR MULTIPLE INTELLIGENCES
Verbal/Linguistic Logical/Mathematical Visual/Spatial
• Write instructions • Create a time line • Create a poster
• Keep a personal journal • Compare/contrast • Draw a map
• Create a poem ideas • Create visual diagrams
• Create TV ads • Create an outline for a • Draw from different
• Read stories to others story perspectives
• Retell in your own words • Design a map • Create a comic strip
• Teach concept • Decipher codes • Graph results of a
mapping • Create patterns survey
• Create crossword • Design a game to
puzzle show...

Interpersonal Body Kinesthetic

• Tell stories • Make up a cooperative
• Teach a cooperative game

Free
game • Practice physical
• Role play a situation exercise
• Discuss and come to a • Conduct hands-on

Choice
conclusion experiments
• Survey or interview • Construct a model or
others representation

Musical Rhythmic Naturalist Intrapersonal

• Create raps • Collect and categorize • Keep a personal journal
• Play musical instruments data, materials, or ideas • Write about personal
• Write to music • Discover or experiment experiences
• Teach dance steps • Take a field trip • Think about and plan…
• Make up sounds and • Study means of survival • Review or visualize
sound effects • Adapt materials to a • How would it feel to…
• Write a jingle new use • Imagine and write
• Create rhymes that... • Label and classify about the future
Choices—Figures of Speech Student Reproducibles

Name _____________________________________________________

Figurative Language Choices Board

Directions: Choose two activities from the choices below. Make sure your choices
correspond with the two symbols your teacher assigned you.

Perform a 30-second Perform a Make a WANTED Write a letter to a

radio advertisement one-minute puppet poster using at least friend using at least
to encourage people show that teaches two metaphors. five different kinds of
to use oxymorons about apostrophes. Include a picture. figurative language
when they talk. in the text.

Interview an idiom of Create at least Create a picture Write at least three

your choosing and four newspaper dictionary for these jokes or puns using
write the transcript of headlines using an terms: idiom, simile, one kind of figurative
the interview. oxymoron in each. metaphor, paradox, language in each.
personification,
oxymoron, and
apostrophe.

Make a comic strip Write a short story Make a Venn Create a set of six
with three characters about a homework diagram that idiom flash cards.
using different machine. Include compares and Be sure to include
kinds of figurative one simile, one contrasts metaphors the answers on the
language. personification, and and similes. Write backs of the cards.
one metaphor. at least three
sentences to
summarize
the diagram.
Write one scene of Act out four Create your own Create three
a play that shows figurative language crossword puzzle mathematics story
personification terms for a friend. that includes these problems for others
for at least three Have your friend terms: idiom, to solve using a
characters. guess the terms you simile, oxymoron, different figurative
are acting out. metaphor, language descriptor
personification, in each problem.
paradox, and
apostrophe.

170 #50640 (i4011)—Applying Differentiation Strategies © Shell Education

 Menus
A menu offers students a way to make decisions about what they will do in order to meet
class requirements. A menu could be for a single lesson, a week-long lesson, or even a
month-long period of study. Once the teacher has decided on what the essential understandings
and/or skills are, she/he can begin to create a menu.

Steps:
1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum
understanding you expect all students to achieve.
3. Create negotiables which expand upon the main dish or imperative assignment or
project. These negotiables often require students to go beyond the basic levels of Bloom’s
Taxonomy. For example, they often include activities that require synthesis, analysis, or
evaluation.
4. Create a final optional section that offers students the opportunity for enrichment.
The optional section often reflects activities that students can use for extra credit.

Author Rick Wormeli suggests placing the menu options in a restaurant menu style (see below)
that could include appetizers, a main dish, side dishes, and even desserts. He suggests the
following format.

Appetizers (Negotiables)
• A list of assignments or projects
• Students select one item to complete

The Main Dish (Imperatives)

• An assignment or project that everyone must complete

Side Dishes (Negotiables)

• A list of assignments or projects
• Students select two items to complete

Desserts (Options)
• Optional but irresistible assignments or projects
• Options should be high interest and challenging
• Students choose one of these enrichment options

Sources::
Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom.
Portland, ME: Stenhouse, 2006, pages 62-65.
---. Workshop Presentation. 2nd Annual SDE National Conference on Differentiated Instruction:
Theory Into Practice. Las Vegas, NV. 18 July 04.

10
 Menus
Todd County teacher, Deanna Brodkorb, adapted Wormeli’s menu suggestions to fit the needs
of her high school journalism class. Brodkorb included aspects of the Layered Curriculum®
approach (see page 7) into her project menu choices. By completing just the Main Dish items
students could earn a C. The Main Dish includes the basic information Brodkorb wanted all
students to know, understand, and do. Brodkorb adapted the dessert portion and made it a
requirement for an A grade.

The Journalism Cafe ´

Complete all items to earn a C grade.
• 1 newspaper story that includes a photograph, graphic, or video clip
• Your newspaper story converted into a broadcast story
• 2 PhotoShops, either a continuance of tutorials or original projects
• 4 journals (equal to ½ typed page)
• Participation in the production of all news videos

Side Dishes
Choose at least two side dishes to earn a B grade.
If you wish to earn an A grade, you must complete
five different side dishes.
• Additional PhotoShop
• Additional newspaper story
• Additional broadcast story
• Editorial
• Editorial cartoon
• Advertisement design
• Photograph/graphic

Dessert
Complete one for an A grade.
• Video tape an event
• PowerPoint (either stand alone or to be used in a video)
• Redesign of a newspaper masthead
• Sell advertisements
• Lay out two newspaper pages
• Write a script
• Create a personal video production

11
 MENU PLANNER

Menu for: _________________________ Due: __________

All items in the main dish and the specified number of side dishes must be complete by
the due date. You may select among the side dishes and you may decide to do some of
the desserts items, as well.

Main Dishes (complete all)

Side Dishes (Select _____)

Desserts (Optional)

3
MENU CONTRACT

“Probability” Due: __________

All items in the main dish and the specified number of side dishes must be complete by
the due date. You may select among the side dishes and you may decide to do some of
the desserts items, as well.

Main Dishes (complete all)

1 Complete the “meteorology simulation” on p. 88-89 of your textbook.

2 Create a list of 10 pairs of events. 5 pairs should contain events that are dependent;
5 pairs should contain events that are independent. Explain each classification.

3 Complete the “frequency table” assignment on p. 506-507 of your textbook.

4 Examine the attached list of functions and determine which functions represent
probability distributions.

Side Dishes (Select_2 )

1 Work with a partner to analyze the game of “Primarily Odd.” See your teacher
for game cubes and further instructions.

2 Design a “game spinner” that has this probability distribution: P(red) =0.1;
P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.

3 Suppose a dart lands on a dartboard made up of four concentric circles. For the
center of the board (the “bull’s eye”), r=1.5; the remaining rings have widths of
1.5. Use your understanding of area and probability to determine the probability
of 1) hitting a “bull’s eye” and 2) landing in the outermost ring.

Desserts (Select 1)

1 Figure the probability of “Murphy’s Law” and make a case for whether or not it
should indeed be a “law.”

2 Use a frequency table to chart the colors that your classmates wear for a week.
Then, use probability to predict how many students will wear a certain color on a
given day.
Choices—Quadrilaterals Student Reproducibles

Name _____________________________________________________

Quadrilaterals Menu of Options

Directions: Below you will find choices for projects as well as the points you may earn for
successful completion of those projects. Choose enough projects for a possible grade of 100.
You may also propose alternate projects or adjustments to the projects that are listed.
Full credit will only be given for outstanding work. Each project will be checked for accuracy,
completion, adherence to directions, content, presentation (as in, how it looks or the quality of
an oral presentation), neatness, and creativity.

Projects are due: _________________________________

Project Choices
50 points each
Ñ Draw a rhombus QRST with diagonals of lengths 12 units and 16 units. Calculate the
perimeter of the rhombus. Determine the lengths of the diagonals of a square that
has the same perimeter as the original rhombus. Assume that the measure of ∠RTS
in the original rhombus is 53°. Find the value of as many angles and segments
as possible. Write a study guide regarding the definitions and theorems regarding
rhombi and squares. Use the values you determined as examples in your study
guide.
R S

U
53°
Q T
Ñ Create a poster with the figures formed by the coordinates given. For figure 1 use
(3, 0), (8, 1), (9, 4), and (4, –5). For figure 2 use (0, 2), (8, 1), (12, –6), and (4, –5).
For figure 3 use (0, 2), (5.6, 5.2), (12, –6), and (6.4, –9.2). Then, write a description
of each figure in which you identify the type or types of quadrilateral you are
describing as well as how you came to your conclusions.
Ñ On graph paper, create a constellation that includes a rhombus and a parallelogram.
The sides of either figure cannot be parallel to the x- or y-axis. Identify the
coordinates of the vertices of each figure (do not use sets of coordinates found
anywhere else on this menu of choices). Use the definitions and/or theorems about
each figure, along with analysis of those figures’ coordinates to prove that you do in
fact have a rhombus and a parallelogram. Consider finding the distance between
coordinates or determining if the lines that go through the coordinates are parallel or
perpendicular.

© Shell Education #50640 (i4011)—Applying Differentiation Strategies 163

Choices—Quadrilaterals Student Reproducibles

Quadrilaterals Menu of Options (cont.)

Project Choices (cont.)

40 points each
Ñ Write a proof in the form of a poem to show that the diagonals of a rectangle are
congruent.
Ñ Create a picture that includes a rhombus and a bisected isosceles trapezoid. Identify
the coordinates of the vertices of each figure. Also, identify the coordinates of the
endpoints of the bisector of the trapezoid.
None of the sides of either figure may be B12 3 C
4
parallel to the x– or y–axis.
Ñ Consider the figure to the right. ABCD F 5 6 7 8 9 10
G
12
is a rhombus. BF is congruent with CG. 11 13
The measure of ∠CBA is equal to 124°. 14

Find the measure of every numbered E

angle. Thoroughly explain your reasoning 15 18
for each measurement you find. A 16 17
D
30 points each
Ñ Write a story in which the characters are the diagonals of a parallelogram, a
rectangle, a rhombus, and a square. Have the diagonals talk with each other. In
their discussion they should talk about, compare, and contrast their properties. For
example, the diagonals of the parallelogram will explain that they do not have to
be congruent while the diagonals of the square will explain that they must always
be congruent. Four properties must be discussed by the diagonals of each type
of quadrilateral. Hint—it may help to first make a chart showing the types of
quadrilaterals in columns and the properties of the diagonals in rows.
Ñ Fasten four congruent strips of paper with brads. Make sure that when you measure
the distance between brads, a square is formed. Identify the measurements of
the sides, diagonals, and angles of the square. Without unfastening the brads,
move your strips so that one angle measures 70°. What are the two names of the
second figure you formed? What are the measurements of the sides, diagonals, and
angles? Draw the square that was formed. Identify properties of a square and give
the measurements of your square with the appropriate properties. Draw the other
figure that was formed. Identify one name for this second figure, its properties and
the corresponding measurements. Identify a second name for this second figure, its
properties and its measurements.
Ñ Write a dialogue between two people discussing trapezoids. Include the definition
of a trapezoid, an isosceles trapezoid, the parts of a trapezoid, and the median of a
trapezoid. Also, include each theorem you have learned about trapezoids as well
as four examples with sample measurements that show your understanding of the
definitions and theorems.

164 #50640 (i4011)—Applying Differentiation Strategies © Shell Education

Choices—Quadrilaterals Student Reproducibles

Quadrilaterals Menu of Options (cont.)

Project Choices (cont.)

30 points each (cont.)
Ñ Write a play, song, or rap about the relationships of the segments and of the angles
of parallelogram ABCD with diagonals AC and BD, which intersect at point E. For
example, include information such as the segment that is parallel to AB (with the
explanation that opposite sides are congruent), the angle congruent with ∠BAC
(with the explanation of how you know that), the measure of AE compared with the
measure of AC (with the explanation of what you know about the diagonals of a
quadrilateral), and pairs of angles that are supplementary (with the explanation of how
you know that). Include at least 15 relationships and make sure you use the definition
of a parallelogram as well as any theorems you have learned about parallelograms.
B C

E
A D
20 points each
Ñ Create a design using parallelograms, rectangles, rhombi, squares, and isosceles
trapezoids. Have the figures be adjacent to one another as if they were tiles on a
floor. Color the figures so that each type of figure has its own color. On a separate
sheet of paper, list each color, the figure that was shaded in the color listed, and the
properties of that color.
Ñ Create a PowerPoint presentation introducing parallelograms, rectangles, rhombi,
squares, and trapezoids. For each figure include drawings, an introduction (definition)
and further information (each theorem you have studied regarding that quadrilateral).
Include any additional interesting facts.
Ñ Find 10 examples of objects around you that are rhombi, rectangles, or squares. For
each parallelogram, describe where you found the figure and why you think that figure
was used instead of a different shape.
Ñ Rework 10 problems that you have worked in your study of quadrilaterals. You must
work at least one problem for each type of figure studied. For each problem, explain
each property used and explain all steps you took to arrive at your answer(s).
10 points each
Ñ Create a skit showing the classifications of the types of quadrilaterals.
Ñ Create a multi-panel cartoon in which five parallelograms explain how they know
that they are parallelograms. Include the five different ways to show that a given
quadrilateral under certain conditions is a parallelogram.
Ñ Create a picture book which includes the construction (compass and straightedge)
of a parallelogram, rectangle, square, rhombus, and isosceles trapezoid. Use one
construction per page but tell some sort of story with your book.

© Shell Education #50640 (i4011)—Applying Differentiation Strategies 165