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 What your colleagues
are saying . . .

“I will admit, when I first began reading, I was thinking, ‘Here we go again, another
book on differentiation.’ As I read, my feelings quickly changed. I believe this
book provides different information than previous books I’ve read on the subject.
It is very easy to read, and most teachers could make substantive changes in their
instruction immediately. This may be the quickest way to improve math learning and
understanding I’ve seen. I am anxious to incorporate the strategies in this book in my
planning for all students to enhance their ability to know, understand, and do math
while loving it!”

—Marcia Carlson
Classroom Teacher
Crestview School of Inquiry
West Des Moines, IA

“This is an extremely important topic right now. Young students are expected to learn
concepts that used to be saved for much more mature students. The big questions are
how to help those young minds understand, especially when the teachers may not
have a strong mathematics background. The coverage [in this book] is very complete
without being overwhelming. I am impressed that just as I began to think what an
insurmountable task teaching has become, [this book] breaks it down to manageable
chunks.”

—Lyneille Meza
Director of Data and Assessment
Denton Independent School District
Denton, TX
“Finally! A book that is written for the elementary teacher that gets the elementary
classroom. Dr. Smith clears up the differentiation dysfunction by giving clear examples
with real content. Just this would be enough to purchase and love the resource, however,
this book goes the extra mile by also giving ‘use-it-now’ strategies that are easily
understood and implemented. For anyone wishing to have a rich toolkit of strategies to
provide deep understanding in key mathematical concepts, this publication is a must-
have/must-read.”

—Julie W. Stevenson
Consultant, University of Missouri
Kansas City and Regional Professional Development Center

“I believe Dr. Nanci Smith’s Every Math Learner: A Doable Approach to Teaching With
Learning Differences in Mind is arguably the best book now available for math teachers. In
my conversations with math teachers and observations of classrooms, there is generally
good-to-great expertise in math content knowledge. Problems occur, however, when
there is lock-step reliance (perhaps with minor variations) on the math textbook or when
there are beliefs and practices that all students predominately learn in the same way. Dr.
Smith—a master teacher and trainer—flips the paradigm from teaching to learning. I’ve
personally seen Dr. Smith’s work with teachers, and know that she creates tremendous
excitement within the teaching profession for practically and substantively moving from
teacher-centered classrooms to learning-centered classrooms that support the needs and
interests of all students.”

—Mark Boyer,
Retired Assistant Superintendent for Learning,
Singapore American School

“While we know that the importance of differentiation is the key to student engagement
and success, implementing key differentiation practices remains elusive to us as we
balance competing curriculum, student, and administrative demands. Smith’s book
seamlessly unpacks what differentiation is and is not and provides explicit and, dare I
say, beautiful examples of what this can look like in the classroom. You will be hooked
from the first page and be inspired and empowered to transform your classroom, your
teaching, and your students’ mathematical learning experiences through and with this
practical, realistic, and meaningful differentiation system.”

—Beth Kobett, Ed.D.

Assistant Professor
Stevenson University
“Every Math Learner continuously invites the reader to interact with the content through
the Watch it, Watch It!, Try It!, and Consider It! The immediate application of the book’s
content, the mathematics examples, and the videos of real classrooms are helpful for
all educators who want to learn more about their students, differentiate instruction,
and plan and implement units or lessons that deepen students’ mathematical interest,
understanding, and learning.”

—Nora G. Ramirez
President, Arizona Association of Teachers of Mathematics

“Dr. Smith provides a clear and well-structured solution to truly making math `doable,’
for all students. As our society continues to move toward a more technology-based
economy the importance of math concepts becomes more essential for all our students.
Dr. Smith, provides clear understandable solutions for educators to reach all students to
ensure they meet the demands of 21st century.”

—James Scott
Director of Educational Services
Nadaburg School District

“Every Math Learner is a powerful tool for educators serious about meeting the needs
of all learners in their mathematics classrooms. Nanci Smith balances philosophy
with practicality while providing a glimpse into real classrooms with real students.
Teachers will ultimately learn how to lift students up to their greatest potential in
learning.”

—Eileen Hogan
District Mathematics Facilitator
Winnetka District #36

“When looking at resources for teachers of mathematics I frequently find either

superficial treatment of important mathematics topics or very narrow, one-size-fits-all,
approaches to teaching. Nanci Smith has given us a focus on targeted, differentiated
teaching of the logical progression of important mathematics. In this valuable resource
she gives us many great assessment and instructional strategies without ever losing sight
of the mathematics.”

—Billie Earl Sparks, PhD,

Professor of Mathematics, Emeritus
University of Wisconsin – Eau Claire
“I trained elementary teachers how to teach mathematics for 17 years. Had this book
been available, it would have been part of the curriculum. I really like the Try It! sections
that gives teachers strategies they can immediately put to use in their classrooms. The
Watch It! videos bring the material to life, and the discussion questions tease out the
important ideas presented. I highly recommend this book for anyone wanting to learn
more about how to deal with differences in the classroom.“

—Betz Frederick, PhD,

Retired Mathematics Education Professor
Grand Canyon University
Every Math Learner
Grades K–5
 This book is dedicated to Carol Tomlinson whom I am
fortunate to count as my teacher, my mentor and my friend.
I don’t know what you saw in me to take me under your wing,
but words cannot tell you how thankful I am.

To Judy, Cindy, Marcia, Jessica, Sandra, and Leslie . . .

thank you for
helping to shape my journey.
Every Math Learner
A Doable Approach to Teaching
with Learning Differences
in Mind
Grades K–5

Nanci N. Smith

Foreword by Carol Ann Tomlinson

FOR INFORMATION: Copyright  2017 by Nanci Smith

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DISCLAIMER: This book may direct you to access third-party content via Web links, QR codes, or other
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 Contents
Video Contents xiii
Foreword by Carol Ann Tomlinson xvii
Prefacexxi
Acknowledgmentsxxix
About the Author xxxiii

CHAPTER 1. START UP: Why Knowing and

Addressing Students’ Learning Differences Is Critical 1
Introduction2
What Differentiation Is and Is Not 3
A Glance at a Differentiated Classroom 12
Frequently Asked Questions 18
Keepsakes and Plans 19

CHAPTER 2. FIND OUT: Strategies for

Determining Who Each of Your
Students Is as Mathematics Learner 21
Who Our Learners Are 23
Strategies to Determine Readiness 25
Strategies to Determine Interest 33
Strategies to Determine Learning Profile 38
Frequently Asked Questions . . .  47
Keepsakes and Plans 48
CHAPTER 3. TEACH UP: Making Sense of
Rigorous Mathematical Content 51
Mathematics Makes Sense 52
Themes and Big Ideas in Mathematics 53
Teaching Up 58
What Learning Mathematics with Understanding Like 62
Frequently Asked Questions 73
Keepsakes and Plans 74

CHAPTER 4. STEP UP: How to Make Proactive

Planning Decisions That Deepen Thinking 77
The Decisions Behind Differentiation 78
Differentiation and KUD 78
Strategies for Differentiation 83
Classroom Structures 115
Frequently Asked Questions 118
Keepsakes and Plans 119

CHAPTER 5. SET IT UP: Establishing the

Right Tone to Make Differentiation Doable 123
A Healthy Learning Environment 124
Embracing Fair 132
Everybody Learns 134
Mindsets135
Frequently Asked Questions 142
Keepsakes and Plans 143

CHAPTER 6. POWER ON: Mastering and

Modeling Daily Routines for Achievement All Year 145
Classroom Routines 146
Frequently Asked Questions 159
Keepsakes and Plans 160

CHAPTER 7. STEP BACK: Tools for Assessing

and Evaluating in a Differentiated Classroom 163
Assessment For, Of and As Learning 164
Principles to Develop Assessments 166
Designing Assessments 169
Frequently Asked Questions 186
Keepsakes and Plans 187
CHAPTER 8. CLOSE UP: A Week in the Life of
a Differentiated Mathematics Class 189
A Look Into a Week in a Primary Classroom 190
A Look Into a Week in an Intermediate Classroom 218
Advice From the Field 245
Conclusion245

Appendix A. Further Reading on the Topic of

English Language Learners 249
Appendix B. Further Reading on the Topic of Special Education 251
Appendix C. Further Reading on the Topic of Rich Problems and
Mathematical Discourse 253
References255
Index 257

Downloadable at resources.corwin.com/everymathlearnerK-5 
Chapter 2. Tools and Templates for Find Out 
Chapter 3. Tools and Templates for Teach Up 
Chapter 4. Tools and Templates for Step Up 
Chapter 5. Tools and Templates for Set It Up
Chapter 6. Tools and Templates for Power On 
Chapter 7. Tools and Templates for Step Back 
Chapter 8. Tools and Templates for Close Up
 Video Clips by Chapter
Chapter 1. Start Up
Video 1.1 Getting Started with Differentiation 3

Video 1.2 Balanced Differentiation in the Classroom 15

Chapter 2. Find Out

Video 2.1 Getting to Know Students as Learners 22

Video 2.2 Knowing Your Learners’ Readiness 25

Video 2.3 Knowing Your Learners’ Interests 38

Video 2.4 Knowing Your Learners’ Learning Profile 45

Chapter 3. Teach Up
Video 3.1 Planning a Unit Based on Rigorous Mathematical Content 57

Video 3.2 Putting the Standards for Mathematical Practice at

the Heart of Differentiation 65

  xiii
 Chapter 4. Step Up
Video 4.1 Planning for Readiness Differentiation 86

Video 4.2 Planning for Interest Differentiation 98

Video 4.3 Planning for Learning Profile Differentiation 106

Video 4.4 Differentiating for Learning Profile in

a Fourth-Grade Classroom 106

Chapter 5. Set It Up
Video 5.1 Establishing and Maintaining a Healthy
Classroom Environment 125

Video 5.2 Encouraging a Growth Mindset in Primary Classrooms 137

Video 5.3 Introducing a Growth Mindset in the

Intermediate Classroom 139

Video 5.4 Discussing Productive Struggle 140

Chapter 6. Power On
Video 6.1 Empowering Students with Choice 148

Video 6.2 Clock Partners Grouping Strategy 150

Video 6.3 Using Anchor Activities for

Classroom Management 156

Video 6.4 10 Ten Tips on Classroom Routines

and Management 158

Chapter 7. Step Back

Video 7.1 Formative Assessment With Feedback 178

Chapter 8. Close Up
Video 8.1 Advice for Getting Started With Differentiation 245

xiv  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
With special thanks to the following teachers from Caurus
Academy principal Dameon Blair and Skyline Ranch Elementary
School assistant principal Deanna Potter, who allowed us to come
and film their exemplary lessons and students.

Caurus Academy is a charter elementary school, grades K–8, in

Anthem, AZ. Skyline Ranch Elementary is a public school in
Florence School District, grades K–8.

Grade Teacher
Kindergarten Taylor Bandelier is a first-year kindergarten
teacher with multiple years of experience in
preschool and early childhood settings. She
enjoys watching students figure out in their own
way how to solve mathematical problems.

Grade 1 Lori Everson has taught for 13 years at every

grade level from kindergarten through eighth
grade. She teaches first grade at a charter
school in Arizona. Lori loves seeing children
struggle through a concept, then accomplish
understanding, and finally watching how proud
they are to explain their thinking.

Grade 2 Amy Francis is currently teaching second grade

for her second year but has been teaching for
17 years in various grade levels. Amy loves the
great mathematical conversations that come
from problem solving and the “oh” students
give when a concept clicks!

Video Clips by Chapter   xv

 Grade 4 Karen Garroutte is a fourth-grade teacher with
a focus on mathematics curriculum. She has
been teaching for 12 years. She loves watching
students light up when they understand a
concept; especially a concept that has been
difficult for them to grasp.

Grade 5 Lindsay Potter is an elementary teacher and

has taught fifth grade in her 4-year career. She
loves watching her students celebrate as they
persevere in problem solving to discover a
reasonable solution.

Grades Kimberly Farless has been teaching for 14

years and currently teaches fifth-eighth-grade
mathematics. She loves seeing her students’
faces light up when they finally understand the
topic. She enjoys inspiring students to love
mathematics.

xvi  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
 Foreword
suppose our own stories are nearly always the ones that are most powerful in
I our lives. They reach us at a level of meaning that is difficult to match unless
you’ve actually lived the events that become the story. I’ve watched students
thrive in classes where teachers have used mathematics as a way to reveal the
power and satisfaction of human thinking—where the class is a journey of
discovery. I’ve watched students fade in classes where mathematics is a litany of
numbers and rules to be committed to memory, and where some students can’t
seem to make sense of it all while other students are months, if not years ahead
of the progression of learning that’s imposed alike on everyone in the class.
I’ve seen too few of the classes in which mathematics is a way to understand
the world. I’ve wiggled and writhed with students in too many classes where
mathematics is a burden of one sort or another.

But I most deeply understand the need for a book like this one because of my
own mathematics story. The actual story happened when I was in 8th grade.
What came before “prepared” me for the disaster that began to unfold when I
was 13. What came after was the wake of that year.

My mom was a mathematics teacher for much of her career. In my house,

there was never a sense that mathematics was inaccessible. In elementary
school, I just did mathematics. It never occurred to me that it should be
“hard” or “easy.” It was just something you did. In retrospect, I’d have been
much better prepared for 8th grade and Algebra I if I’d ever had to learn to

  xvii
 think mathematically, to grapple, to conjure multiple ways to think about
problems, to explain my thinking. That wasn’t the case, so when I landed in
Algebra I, I was ill-prepared for the total mystery it would instantly become
for me. That reality was aggravated by a teacher who spent most of each class
period facing the board and working problems for those of us who sat silently
in rows behind her. Every once in a while, she’d pivot her upper body toward
the class (the lower half of her body seemed permanently positioned toward
the board) and say, “Got that?” in a voice that, for me, was confounding,
terrifying.

I was dreadfully shy and unsure of myself and would never have indicated
to her that I had not the first clue what she was doing. I was afraid and
chagrined—and silent. My vanishing confidence evaporated further each time
she screeched her questions and I saw my friends nod to her, indicating that
indeed they did “get it.” I don’t know whether that was the case for everyone
in my visual field, but at the time, I believed it was. And I died a bit more
every day.

When you get behind in mathematics in a class where it’s taught as a linear
progression of skills, the sink hole gets deeper by the hour unless someone is
intent on pulling you to the surface. This teacher apparently did not see that
as a part of her job description.

In that year, I became the embodiment of Carol Dweck’s worst nightmare.

I developed a classic “fixed mindset” about mathematics. Some people
were good at mathematics I concluded. I clearly was not one of them. My
best option was to do whatever I could to spare myself the misery that was
inevitable whenever I had to enroll in a mathematics class. I avoided taking
math when that was an option (and it was in college). I shopped around for
the easiest math teachers when avoidance wasn’t possible. And when I could
not escape taking math, I set my sights on squeaking by through dedicated
memorization of the unintelligible. That approach, of course, served me quite
poorly on many levels and for most of my life. It shaped who I thought I
was in profoundly negative ways. It took many years and the grace of several
teachers who could see beyond what I showed them before I could begin to see
hope in myself. Even then, I could see no hope for math in my future.

Math matters. Beyond the fact that it is a gatekeeper for many possible futures,
it has unlimited capacity to teach us to reason, to think logically, even to
be imaginative. Too many students never see those possibilities. That’s the
case when math is taught as a series of rote operations. That’s the case when
students fall behind in the series and there is no systematic plan to help them
recover their footing or when they surge ahead and are required to “practice”
what they already know.

xviii  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
I’m delighted, then, that Nanci Smith has written this book—addressing both
how to make math instruction more thoughtful and thought provoking, and
how to meet students where they are in knowledge, understanding, skill, and
interest in math instruction. Nanci has developed two areas of expertise. She
has a deep and rich understanding of math developed through her long career
as a high school math teacher, hundreds of hours spent in classrooms across
the U.S. observing and learning from observation, hundreds of hours working
with math teachers at all grade levels, and more hours than she’d probably like
to count as a graduate student in mathematics. While she was a high school
math teacher, Nanci regularly differentiated instruction for her students. It
wasn’t long before teachers in other places began to seek her help in planning
for the readiness differences that inevitably existed in their math classes as
well. From there, she has become a well-regarded consultant on differentiation
in general and differentiation in math in particular.

This book combines a helpful framework for thinking about differentiation

in math with illustrations that bring the explanations to life, practical
examples, and video segments from classrooms that make it possible to say
“Well, I could do that, too.” Kudos to Nanci and Corwin for that rare and
valuable combination of print and visual support for math teachers who want
to continue to grow their competence and confidence in making math as
valuable as it should be to the full range of students they teach.

I hope the book will contribute to teachers generating many more positive
math stories for many more students and to diminishing the kind of math
story that follows me still, many decades after it was written.

Carol Ann Tomlinson, EdD

William Clay Parrish, Jr. Professor & Chair

Educational Leadership, Foundations, & Policy
Curry School of Education
University of Virginia

Foreword   xix
 Preface
magine it with me. The teacher is standing at the front of the room and about
Ito model division. She has a pile of beans in her hand that she is about to put
on the overhead projector to model putting a certain number of beans into a
certain number of piles. Division. Right? The students, for the most part, are
watching and rolling their eyes. Some are working on other projects. Some are
politely waiting. Some are not politely waiting. The teacher in frustration says,
“Stop acting like elementary school children! There is a reason I chose to teach
high school. Now we have to divide.” You see that was me, and that is a true
story. It was my first year of teaching, I was teaching a pre-algebra class, and the
book said the lesson was on whole number division. It never dawned on me to
do anything other than to teach whole number division that day. I have never
wanted a “do-over” so badly as when I think of my first year of teaching, and
especially that class.

I began teaching in the age of self-esteem. That is what we talked about

almost more than anything else—being careful to preserve students’ self-
esteem. One teacher quipped to me that we sure inherited a group of students
who felt good about themselves . . . they didn’t know anything, but they felt
good about themselves. I took this charge seriously, and as a result tried to
treat all students in my class the same, and I behaved as though all students
were learning equally and doing equally well. I was, after all, preserving their
self-esteem. If I recognized that a student didn’t understand, wouldn’t that

  xxi
 damage him or her? If I recognized that a student was more advanced or
learning more quickly than others, wouldn’t that make the rest of the class
feel bad? The equalizing of my students only communicated to them that
I did not know them well, or did not care. I quickly realized that it was not
their self-esteem that I needed to guard, but their self-efficacy that I wanted
to build. Today we call that a growth mindset, which we will discuss more
fully in Chapter 5. These thoughts and realizations became the foundation
of my most basic beliefs in education although they have been significantly
defined and refined over the last 25 years as our field has grown in research
and practice.

Refreshing the Call for Differentiation

I’m a math person. I’m not a writer. I just assume everyone already
knows anything I have to share. I have been working with states, districts,
schools, and teachers for over 15 years. I have even had the opportunity to
work with international schools and speak at international conferences. I
find the same thing—we all know that students are different and
learn differently. We just don’t really know what to do about it! Especially
in mathematics.

So why write this book now? There are several recent issues that compel
me to put my practice into text. In light of more rigorous mathematics
standards and increasingly high-stakes testing throughout the county,
differentiation seems more of a necessity now than ever. Yet at the same
time, there are noted authors and speakers who malign differentiation as
an impossible dream for teachers. This is understandable considering that
at the height of differentiated instruction (DI) popularity, differentiation
was almost seen as a magic wand: for any ill, “differentiate!” was the battle
cry. This was certainly not realistic or ever the intent of differentiation. As
impossible expectations and unrealistic implementations of differentiated
instruction played out, it was easy to conclude that differentiation does
not work and is unfair to ask of teachers. Yet we know that we are to
teach mathematics through engaging, sense-making work and provide
access to rich tasks for all students! How then can we downplay the need
to approach learning in various ways and through differentiated tasks?
Differentiation is not only about helping struggling students, to which it is
most often referred today. Differentiation is for all students, at all readiness
levels, with different ways to make sense of learning, and with different
interests. Differentiation enables us to allow access to rich and compelling
mathematics for all students. The time is more necessary than ever for a
practical approach to addressing real learning differences in our students.

xxii  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
Why Write Every Math Learner?
Thank you for picking up this book and looking inside. This book is for
you—the dedicated educator. You see, today we need to be more called and
more dedicated than ever before. You would probably agree that it is difficult
to be an educator today. We work in a time when standards are evolving and
require different types of learning and reasoning (especially in mathematics)
than we may be use to. With our best efforts, we still hear, and have heard for
years, how poorly the United States does as a nation in international testing,
especially in math, and of the disappointing results of internal testing showing
the low percentage of students that reach proficient levels on the National
Assessment for Educational Progress (NAEP) test as well as state and local tests.
All of this amid the confusion of the teacher evaluation process and parents
upset with just about everything mentioned. And yet we recognize the awe
and privilege of touching young lives every day. This book is designed to help
you do just that in the area of mathematics.

I now travel for a living, working with schools and districts across the country
and occasionally around the world. I find myself occasionally lying (or at least
hedging the truth) to the person next to me on the airplane when they ask
what I do. I sometimes just don’t want to get into the evils of education, and
especially mathematics education. I really don’t want to hear how they are
not a math person or always hated math. And yet, the majority of adults and
parents we know want to go back to how math was taught when they learned
it. Does anyone else find this ironical?

It probably does not come as a surprise to you that many students—and if

we are honest, adults and teachers—dislike math. It doesn’t appear to make
sense. There is a belief that either you are or are not a math person. That
math is right or wrong. Most adults, who admit to disliking math or even
being math-phobic, can usually name the teacher and the event that changed
their attitude about math (Boaler, 2015). This is scary stuff. Mathematics
instruction and classrooms cannot continue in the same ways that they have
been operating for the past 50 or more years. I remember as a young teacher
in the late 1980s hearing a speaker say that we teach mathematics today as if
we are preparing students to be 1940s shopkeepers. I look at classrooms today,
and although there is some change in some classrooms, I wonder if the speaker
would notice significant differences.

With that said, there are some differences in the mathematics classroom
today. Largely due to the shift in emphasis of what it means to be proficient
in mathematics from one of speed and getting correct answers to one of
connections, reasoning, and representation. Some teachers have begun

Preface   xxiii
 requiring multiple representation and strategies for operations and problem
solving. There are classrooms filled with discourse and collaborative
learning. These are positive changes. However, too often mathematics is
still being taught as steps, formulas, and memorized facts, just like in the
old days. Students too often still do not really believe that mathematics is
supposed to make sense and apply to their lives. They still believe that you
are either good at math or you aren’t. And I truly believe that the reason for
a lack of change is not a lack of desire, but rather a lack of information. It
is time for practical and specific examples to illuminate what mathematics
learning can and should be for every student in every classroom.

Meeting All Students’ Mathematics Needs

If we are to help all students reach high expectations, given their diverse
backgrounds, methods for learning and gaps and accelerations in prior
knowledge, differentiation is needed now more than ever! However, it has to
be realistic and practical differentiation, not the “magic wand” approach. In
the pages that follow you will find how differentiation as a structure can help
reach all students in mathematics (Chapter 1).

The second chapter will discuss how to determine who your students are as
learners, and how to use the information to design learning opportunities that
excite and motivate your students. It gives concrete lesson examples, grouping
strategies, and information management ideas.

Next we will take a look at mathematical content and what it means to

understand mathematics, not just to know and do mathematics. We will look
at how to continuously “teach up” maintaining high expectations and rigor
in planning units, lessons, and assessments (Chapter 3).

The fourth chapter looks at the purposefulness of differentiation—how to

make proactive decisions during planning. Chapter 4 shows you how to
choose tasks that will deepen mathematical understanding, offer multiple
entry points, and be accessible to all students through differentiation.

Chapters 5 and 6 address the “daily-ness” of the classroom. In Chapter 5 we

look at how to set up expectations in your classroom and establish a healthy
learning environment with a growth mindset. This chapter describes one area
of the fine-tuning of differentiation, starting with how to keep the learning
community and environment operating as the year goes on. The role of
routines, such as how to move in and out of groups, how to respect others
who are working on different things, turning in work, what to do when you
are finished, and so on, are all part of making differentiation work.

xxiv  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
Chapter 6 addresses the management of the classroom and balancing
differentiated tasks. Differentiating working conditions does not need to
be difficult. This chapter gives advice on some of the subtleties of making
differentiation a natural way to learn.

Following this, we address the role of assessment. What does assessment

look like in a differentiated classroom? Can you differentiate tests or other
assessments? How? Is that fair? What about feedback and grading? How do
you get students to self-assess? This is addressed in Chapter 7.

Finally, we will look at a week in the life of a differentiated mathematics class. We

will look at the initial planning and how formative assessment each day informs
adjustments to the plans. We will look at the decision-making process through a
description of a week in the life of a primary teacher and an intermediate teacher.

Every Math Learner provides detailed information for turning every aspect of
your mathematics class into a differentiated mathematics class. With that
said, there are special areas of expertise that benefit from differentiation that
were not able to be fully addressed in this book, including English language
learners and special education students. All of the strategies in this book are
appropriate for these identified learners; however, the depth of these fields
is not represented in this book. The appendixes provide further resources for
reading in these areas.

The Difference of Every Math Learner

There have been many books on differentiation, and even several on
differentiating mathematics. Every Math Learner will complement the existing
books by extending the structures, strategies, and examples of differentiation;
however, it will also be different in several ways.

GOALS
I see a greater sense of pressure, frustration, and disappointment among
teachers today than ever before. I wish I could change that. This book does
not change the testing pressure. It does offer concrete strategies, examples, and
classroom stories that help students learn mathematics more effectively and
maximize each student’s learning potential, thus leading to improved test scores.

It is my goal that this book will provide you with specific and practical tools
to design and implement rich and engaging mathematics instruction, tailored
to your students’ needs. Along the way I will encourage you to think deeply
about the mathematics content, reaching new and exciting “aha moments”
to pass on to your students. Through this two-pronged approach, rich

Preface   xxv
 mathematical content and engaging differentiated instruction,
you and your students will experience new levels of learning and
accomplishment. I sincerely hope that this book will equip you,
the math teacher, to make math understandable, doable, and
enjoyable for you and all of our students.

FEATURES
Throughout the chapters of Every Math Learner you will find
features to facilitate your implementation of differentiation. Each
chapter will include

• Specific content across grades K–5

• Chances to pause and think about content through
“Consider It!”
• Many strategy examples, including “Try It!” strategies that are
immediately usable
• Balancing the “what” and the “why” of differentiation
• Frequently Asked Questions (FAQs) and answers pertaining to
the chapter
• A chance for you, the reader, to reflect, summarize, and plan
your next steps
• Templates and checklists to design and refine your
instruction.
• And the best part . . . video!

I am excited for you to use this book, especially because we have

gone out in the field and captured real classrooms with real
students for you to see differentiation in action. There is just
nothing like seeing what is being explained, is there? Well, the
best would be for you to try it in your own setting, but of course I
couldn’t capture that for you. I trust you will though.

WHO IS THIS FOR?

This book is for anyone who teaches math. It was written
primarily with the elementary classroom teacher in mind;
however, math coaches and curriculum developers will also benefit
from the structures of thought and practical examples and tasks.
Additionally, administrators will find the book helpful when
determining what should be seen in mathematics classrooms.

xxvi  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
USING EVERY MATH LEARNER
Corwin has a saying: Corwin books are not meant to be read—
they are meant to be used. This book was written with the idea of
“using.” With that in mind, the book can be used

• for individual teachers to design their own lessons and

activities
• for teacher teams to help guide differentiated tasks and
assessments
• for coaches and mentors to guide teachers in their own
growth and goal setting
• as a professional development tool to focus on specific
strategies
• to adjust materials and program resources to better meet
students’ needs

Conclusion
This book will help you, the teacher, understand your students as
learners and why some things work with some kids, and others
don’t. It is a practical guide to all aspects of the classroom, and
how to maintain order and sanity as you consider the students in
your care, and how to help them come to know, understand, and
(dare I say) LOVE mathematics!

Preface   xxvii
 Acknowledgments
f you think about giving a thank you speech for where you are right now
Iin your life, whom would you acknowledge? You now understand my
overwhelming feeling that I am where I am because of the love, friendship, and
support of so many people.

Over the past 25 years or more I have learned from and worked alongside
many extraordinary educators. Mark Boyer taught me how to dream, and
believed in me when there was little in which to believe. He encouraged
me and provided opportunities and gentle direction. Your retirement from
education is a loss for us all, so I am very thankful to my sister for having
married you so that I won’t lose you from my life.

Lori Everson and Amy Francis have been patient, kind, and generous in
helping me grow and understand the day-to-day working of math at the
primary level. Thank you for your eagerness to learn and try new things and
for constantly modeling what it means to be an excellent teacher. Thank you,
Lori, for providing examples and pictures and responding to every SOS e-mail
I sent you toward the end of this book.

My learning and refined thinking on differentiation would be nothing without

colleagues like Cathy Battles, Marcia Embeau, Eileen Goodspeed, Orit Guriel
Jessica Hockett, Leslie Kiernan, Sandra Page, Judy Rex, and Cindy Strickland.
Thank you for pushing, questioning, and sharing with me.

  xxix
 Early in my consulting career teachers and administrators grabbed hold of
rough ideas, tried them and refined them, and helped me become better.
Thank you to Regina Newman for believing in and supporting me, and to
the Middle School Math team at North Shore School District for working so
hard to do the best for your students. Thank you to the incredible teachers
at Roslyn School District, Kristina Wood, Gabby Gizzi, Amy Fetters, Loretta
Fonseca, Renee Huntley, and especially Orit Guriel. You helped me learn how
to put experience and thought into words, stretched my thinking, and put
ideas into action in ways that I would not have foreseen. Working with you all
shaped all of my future work.

My life would not be the same without Lisa Fritz, Ellen Shields, and Betz
Frederick. Everyone should have such unwavering love and support to get you
through amazingly tough times.

I would not have become involved in this project if not for Erin Null. Your
perseverance, generosity, and helpfulness made my qualms go away and
encouraged a vision beyond anything I thought possible. Then you made the
vision reality. Thank you for being constantly available and quick to respond
with sound ideas and feedback. Your patience, willingness to wait, and expert
advice while I figured out how to get it right is unparalleled.

Carol Tomlinson is my role model for graciousness, wisdom, encouragement,

and gentleness. Your brilliant mind strikes awe in me, and I shudder to think
that I am trying to write a book in your field. My words echo hollow to my
ears in comparison to your voice in my head. Again I thank you for all that
you have done in my life the past 16 years.

To my family that has ridden the road with me—my husband and best friend
Russ and my children Josh, Abbi, and Chris and their spouses Tory, Jeff, and
Jen— thank you for being there in all the ups, downs, and round-abouts. You
encourage and tease equally . . . well, maybe tease more . . . and I wouldn’t
have it any other way. Thank you for putting up with me and loving me and
being proud of me. And thank you for giving me grandchildren: Maddi, Izzi,
Lexi, Sophi, Judah, Landon, Elena, and Charlotte (at this writing—but I’m not
pushing). To Maddi, Izzi, Lexi and Sophi—thank you for writing math work
for me.

Above all, I give my praise to my Lord and Savior, Jesus Christ. You are the
perfect model of a teacher who loves, reaches individuals in individual ways,
and never gives up.

xxx  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
Publisher’s Acknowledgments
Corwin would like to thank the following individuals for their editorial insight
and guidance:

Emily Bonner
Associate Professor of Curriculum and Instruction
University of Texas at San Antonio
San Antonio, TX

Marcia Carlson
Classroom Teacher
Crestview School of Inquiry
West Des Moines, IA

JoAnn Hiatt
Mathematics Instructor
Belton High School
Olathe, KS

Lyneille Meza
Director of Data and Assessment
Denton Independent School District
Denton, TX

Daniel Kikuji Rubenstein

Executive Director
Brooklyn Prospect Charter School
Brooklyn, NY

Acknowledgments   xxxi
 About the Author
Dr. Nanci Smith is currently a full-time
national and international consultant
and featured conference speaker in the
areas of mathematics, curriculum and
assessment, differentiated, instruction
and Mathematics PLCs. Her work
includes professional development in
forty five states and nine countries.

Nanci taught math at the high school and university levels, and
differentiated instruction as a master’s course.

Dr. Smith received her PhD in curriculum and instruction,

mathematics education from Arizona State University. She
is Nationally Board Certified in Adolescent and Young Adult
Mathematics.

Nanci is also author of Every Math Learner: A Doable Approach

to Teaching With Learning Differences in Mind, 6–12, and A Mind
for Mathematics: Meaningful Teaching and Learning in Elementary
Classrooms, and A Handbook for Unstoppable Learning. She was the
consultant, designer, and author of the Meaningful Math: Leading
Students Toward Understanding and Application DVD series and

  xxxiii
 developed an NSF-funded CD/DVD professional development
series for middle school math teachers. She has various published
chapters in the areas of differentiation, effective mathematics
instruction, curriculum design, and standards implementation
and has given interviews for publications and NPR. She has been
a featured speaker for the NCTM national conference as well as
numerous other conferences in the United States and abroad.

Nanci lives in Phoenix, Arizona, with her husband Russ and

three cats. Besides educating all students; her; passions are her
family, especially her eight grandchildren, travel, and knitting.

xxxiv  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
Copyright  Erin Null
 CHAPTER ONE

Start Up
Why Knowing and Addressing Students’
Learning Differences Is Critical

always hear from teachers that differentiation seems too hard

Ibecause they don’t even know where to start. This chapter will
focus on the fundamentals to get you going with differentiation.
In this chapter, you will find:

Introduction Frequently Asked Questions

What Differentiation Keepsakes and Plans
Is and Is Not
A Glance at a Differentiated
Classroom

  1
 Introduction
Welcome to school! There is something so very exciting about a
new class of students, a new year of potential, and the fulfillment
of touching the future. As teachers, we love getting to know our
students. We love thinking about how much they will grow this
year. We are excited to share activities that we love to do, and we
hope our students will not only love to do them too but more
importantly also will learn from them.

And very quickly, as we get to know our students, we recognize

who each student is as an individual human being and as an
individual learner. We come to understand that Maddi already
knows much of what is in our grade-level content and that what
she doesn’t already know, she will learn in less than half the time
it takes the rest of the class. There is outgoing Elena who prefers
to learn with others, asks for help freely, and offers help equally as
freely. Judah is a constant bundle of energy and desires to follow
directions, even if he usually forgets what the directions were.
There is Izzi who prefers to draw and think in color and pictures,
and there is Landon who is shyly constant in his learning. There
is also Alexia who reads voraciously and above grade level, but
she is less inclined to enjoy mathematics. Sophia is extremely shy,
bright, and capable but doesn’t want to show it and does not like
to do anything in front of the class. And then there is Justin, who
you didn’t even realize was a special education student with an
Individualized Education Plan (IEP) until the IEP showed up in
your mailbox. Aamino just moved to this country from Somalia
and hasn’t been in a formal school before, and he does not speak
English. Nick is very bright but is slowly losing interest in school
because he is tired from taking care of his little brother and sister
after school, even though he really needs to be taken care of
himself. And that is just a few of the students in your class. When
we consider all of the students, and the overwhelming amount
there is to learn this year, we don’t lose our love for students and
enthusiasm, but we begin to wonder just how to pull all of this off!

Let’s face it. We didn’t go into teaching for the prestige or

money. We care about students. We care about the quiet and
shy, the rowdy and rambunctious, the leaders and followers, the
musicians, artists, athletes, cheerleaders, scholars, strugglers,
and everyone in between. And in most classrooms, I have just
described your student population! Our kids come to us from a

2  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
wide range of backgrounds and families, experiences, and mastery
levels. And we need to reach and teach them all: to have high
expectations for each student and help each one fulfill his or her
potential and beyond. And that is where differentiation comes in.

Watch It!
As you watch Video 1.1, Getting Started With Differentiation, consider the
following questions:

1. How is differentiation not considered individualization, yet still about

the individual?

2. What descriptions confirm your understanding of what differentiation

is and is not? Video 1.1 Getting
Started With
3. What is new or surprises you in the descriptions? Differentiation

4. Why a three-legged stool? Why balance the three “legs” of

differentiation?

What Differentiation Is and Is Not

If you ask a group of educators what is differentiation, you will
undoubtedly hear it is about helping every student succeed to
the best of his or her ability. That is true. Nevertheless, if you dig
deeper for details, explanations can vary drastically and have
changed in emphasis over the years. I have heard everything from
“it’s just the old individualized instruction back again with a new
name.” Or, “this is just about multiple intelligences,” or even,
“all you have to do is give choices.” Today, largely because of a
common description of Tier 1 of the Response to Intervention (RTI)
as quality core instruction for all students that is differentiated,
most educators equate differentiation with interventions for
struggling learners. Just like the story of the blind men describing
an elephant based on the part of the elephant they can feel, all
of these explanations give a small sliver of the bigger picture of
differentiation. Far too often a person’s sliver of differentiation is
taken as the whole and applied in ways that are neither appropriate
nor purposeful, and the conclusion is that differentiation just does
not work.

Chapter 1 | Start Up   3

 According to Carol Ann Tomlinson (2014, p. 4), “Teachers in
differentiated classrooms begin with a clear and solid sense
of what constitutes powerful curriculum and engaging
instruction. Then they ask what it will take to modify that
curriculum and instruction so that each learner comes away
with knowledge, understanding, and skills necessary to
take on the next important phase of learning.” In essence,
differentiation is a teacher’s decisions about instructional
and assessment design to best equip his or her students
for learning.

Sounds simple, and in some ways, it is. In some ways, though,

it absolutely is not! The decisions teachers make need to be
based on the foundation of explicitly clear standards and
learning goals, knowledge of their students as learners, effective
pedagogical strategies and task choices, and assessment data.
When thinking about students as learners, there are three
areas as defined by Tomlinson (2001) that provide a structure
for decision-making: Readiness, Interest, and Learning Profile.
These three characteristics of learners will be the basis on which
we discuss and develop how we can embrace and address the
differences in our learners. What follows is a brief introduction
to each characteristic that will be developed in detail with lesson
examples in the following chapters.

READINESS
“This is easy.” “This is too hard. I can’t do this.” Neither of these
reactions from students is what we want to hear. If those are
honest reactions from the students, then we have not addressed
their readiness. In some ways, readiness differentiation is like the
Three Little Bears of Education: We want “just right.” The problem
is that it is usually impossible to find just one “just right” for an
entire class (Hattie, 2013).

Readiness differentiation begins with determining the entry

point for each student on the learning trajectory for the activity,
lesson, or unit. We tend to link readiness with “ability grouping.”
Yet there are significant differences in what we commonly think
of with readiness grouping and ability grouping, no matter how
flexible the ability grouping may be designed to be. Many areas
impact readiness, including but not limited to life experiences,
prior knowledge, ability to abstract and generalize, and home
support.

4  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
We have all experienced the wide range of learners in our
classrooms that can be based on a wide variety of factors.
Certainly, a student’s prior knowledge plays a major role in
whether the student is perceived as advanced, typical, or
struggling. Additionally, there are factors that have equally (or
perhaps have greater) impact on a student’s alacrity with learning
mathematics, such as the speed at which students process and
learn new information, the help and attitudes about education
students experience at home, and past experiences in school.
Add to this those students who are from other countries, learning
English as a second language, or are identified as gifted or with
a form of learning disability, and the range of learners can seem
overwhelming. To teach all students with the same strategies, at
the same pace, with the same expectations does not make sense.
This is the essence of readiness differentiation.

Please notice that readiness does not imply ability! In fact, we

now know without a doubt that ability is based on effort and is
not a fixed commodity. According to Carol Dweck (n.d., 2006),
“No matter what your current ability is, effort is what ignites that
ability and turns it into accomplishment.”

Readiness addresses that range of challenge where learning can

happen for the student, being neither too easy nor too hard.
One problem with considering readiness is that when looking at
the student’s actions, it is easy to associate readiness with what
students can and can’t do . . . especially with what they can’t do.

I remember reading an article several years ago about the new

superintendent my district had just hired. In it she stated that
we would be committed to finding all of the holes and gaps our
students had and to filling them. At first this might sound noble and
like an appropriate endeavor. But think about it. The implication is
that our education was to work from a deficit model—find what is
wrong and fix it! Working from this negative frame of mind leaks
out in our attitudes and speech too often, leaving students to feel
unsuccessful, unable to learn, and at worst, dumb.

Readiness, on the other hand, works from a position of strength

on the part of the student. What is it the student does know and
is able to do? This provides the entry point into the learning.
When we consider the “next step” in the learning progression for
a student, we are addressing readiness. Readiness differentiation
offers all students an appropriate challenge, a taste of success with
effort, and a developing sense of efficacy and pride in learning.

Chapter 1 | Start Up   5

 Figure 1.1 illustrates readiness differentiation as determining entry
points on the learning path.

Figure 1.1

Student Entry Points

Maddi

Learning Target

Nick

Sophie
Izzi, Elena
Landon

Alexia, Judah

Justin

Aamino

Try It! Readiness Impressions

Purpose: To begin thinking about the differing readiness levels of
your students

As you have gotten to know your math students, you have

somewhat of an instinct as to their readiness levels. At what
readiness levels would you put each of your students for
mathematics, recognizing that this is a general statement and that
readiness certainly changes?

1. Make a list of readiness groupings for your classroom. Next

to each student’s name, explain why you placed that student

6  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
 in that group, for example, acquires new skills and concepts
quickly or still struggles with basic facts, etc.

This initial list is based on your current knowledge of your

students. Detailed information on determining readiness is
provided in Chapters 2 and 7, and further examples of designing
for readiness are provided in Chapter 4.

INTEREST
We all know the power of interest—when kids are really excited
and hooked on what they are doing. The adage about time flying
when you are having fun is never more true than when students
are involved in learning and doing something they enjoy.

When I first considered differentiating by interest, I was largely

stuck. For the most part, my students did not have hobbies and
extracurricular activities that were mathematics related. There are
only so many shopping problems you can use . . . and the boys didn’t
really care about shopping. Trying to print mathematical problems
on their favorite color of paper wasn’t exactly doing it either! What a
misunderstanding I had about differentiating by interest.

It is incredibly powerful when we can link our content learning to

students’ hobbies and passions. It is equally important to ignite
new interests through our own modeling of interest and passion
for our subject. Interest differentiation is about igniting intrinsic
motivation for learning. Eric Jensen (1998) gives three criteria for
increasing intrinsic motivation, which fits perfectly with interest
differentiation: (1) providing choices, (2) making content relevant
to the learner, and (3) using engaging and energetic learning
activities. Figure 1.2 models Jensen’s lesson factors that contrast
increasing students’ motivation versus apathy.

How we figure out our students’ interests is very easy—talk to

them. Ask them. Our beginning of the year surveys are usually
filled with interest items. We find out their hobbies, extracurricular
activities, favorite movies and books, as well as hopes and dreams!
We can also find out their favorite ways to learn mathematics,
such as hands-on activities, and why those learning activities
work for them. When we can make connections among personal
interests, learning interests, and content, we have them hooked!
All of these pieces of information begin to build a bank of interest
differentiation possibilities.

Chapter 1 | Start Up   7

 Figure 1.2

Motivation Versus Apathy Lesson Factors

Classroom Factors Classroom Factors
Choices – access to content, process, Required – no student voice, specific task or
product, grouping, resources, and assignment for all
environment

Relevance – what is being learned is Irrelevant – content appears out of context

meaningful in the eyes of the learner and and disconnected from student and is often
connected to the learner’s experiences. learned only to pass a test
Content is developed at a conceptual and,
applicable level

Engaging – emotional, energetic hands-on, Passive – learning activities have low

and provides for learner’s input interaction such as seatwork and note-taking

Results In

Increased intrinsic motivation Increased apathy and resentment

Try It! They Care About . . .

Purpose: To identify students’ interests

1. What do you know already about your students’ interests?

Create an Interest List that includes general interests of
students in your grade level, strategies and activities that
have worked well for your class, and individual interests of
your students of which you are aware.

Strategies for assessing your students’ interests are given in

Chapter 2.

8  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
LEARNING PROFILE
Perhaps the most debated and questioned feature of student
differences is learning profile. In general, learning profile
refers to the way brains best receive information, make sense
of information, commit information to memory, and recall
information from memory. I imagine that all of us have
learning stories that exemplify when a lesson completely
connected with us, and when one completely did not.
Sometimes it is a connection with the teacher. Sometimes it
is the type of task that really works. This could be a hint as
to your preferences in learning. I know that I struggled with
teachers who primarily lectured. I still do not like listening to
audio books and can get bored with long phone calls. I need
visuals. When sitting in a lecture, I take extensive notes to
make the talk visible. How about you? What ways do you feel
you learn best?

There are many different structures by which we can consider

learning profile. Notice that the term is learning profile, which is
an all-encompassing term for many different ways of learning.
Often people use the term “learning style” in place of “learning
profile.” Nevertheless, learning style has so many different
meanings that I always ask someone to clarify what he or she
means when using that term.

Different authors and researchers have different opinions about

learning profiles—whether we are born wired in certain ways,
whether these paths change over time, and whether they vary
subject to subject. For our purposes, we will have a more general
conversation about learning profile and how we can use it to
structure differentiated tasks.

Learning profile includes four broad categories: Group Orientation,

Cognitive Style, Learning Environment, and Intelligence
Preference (Tomlinson, 2001). Figure 1.3 elaborates on each of
these areas.

Certainly some other factors can play into learning profile—there

is plenty of research indicating learning differences between the
genders as well as cultural influences. Although the learning
profile structures are generalizable, none is true for every student.
It is part of our job to be a student of our students—to determine
what each student’s combination of preferences will be as

Chapter 1 | Start Up   9

 Figure 1.3

Categories of Learning Profile

Group How do students prefer to work? Alone or with a partner? Who likes to figure
Orientation things out first, and then share? Who likes to work through an activity with
someone else? Which of your students work to please themselves, others, or
the adults in their lives?

Cognitive Which of your students need to see the big picture before they can make sense
Style of the details, or do they need details to build to a big picture (whole-to-part or
part-to-whole)? Who thinks very linearly, and who is more global and nonlinear?
Which students work better with collaboration, and which work better with
competition? Who are more reflective, and who are more action-oriented?

Learning Who needs a quiet and calm atmosphere to concentrate, and who can
Environment concentrate in noise and activity? How does temperature and light (bright or
dim, natural or fluorescent) impact the learning of different students? How are
desks arranged? What about music playing?

Intelligence Students will come with different learning intelligence preferences such as the
Preference theory of Multiple Intelligences (Gardner) and Triarchic Theory (Sternberg),
which include analytical, practical, and/or creative orientations to learning.

we teach mathematics. When determining learning profiles for

your students, please be aware of two very important warnings:

• It is possible that some students learn in the same ways that

you do. You can also count on the fact that other students
Consider It! will not learn in the same way. Yet, it is completely natural
Think about your learning for us to teach in the ways we best learn. That will always be
profile. What are your our most natural fallback option. Thus, it is important to be
natural tendencies aware of and plan for the wide variety of learning profiles in
for preferred learning your classroom.
activities and instruction?
• We need to be careful not to try to determine “what kind of
How does this influence
learners” students are and then assign them to tasks by what we
your lesson design? Who
assume is the student’s “type.” It is possible to use discussions
in your class learns in
the same way? Who about learning profile to help students understand differences
does not? Do you know in how people learn, and their likely strengths and weaknesses
how they might learn? as discussed in Chapter 2. Nevertheless, in differentiating
Chapter 2 will explain by learning profile, it is best to offer varied learning profile
how to recognize your approaches to exploring and expressing learning, with the
students’ learning profiles. students making the choice of the specific task.

10  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
THREE CHARACTERISTICS OF DIFFERENCE
A friend and colleague, Cindy Strickland, uses an image of a three-
legged stool to illustrate differentiation, with each leg labeled with
one of the learning aspects of students. Figure 1.4 provides an
illustration of the balance of the “differentiation legs.”

Have you ever sat on a three-legged stool with uneven legs? I have. I
can do it for a little while, but soon I am looking for a different place
to sit. It wobbles and is uncomfortable. Worse would be sitting on a
three-legged stool with only two legs, or what about one leg? That
is a pogo stick, not a stool. This should be the picture of respectful
differentiation: Decisions about differentiation need to be in balance
according to students’ learning needs. Just like a stool out of balance,
differentiation out of balance may cause unanticipated problems.

• When we differentiate only by readiness, we tend to track

our classrooms without meaning to. Students begin to feel
that they are always working with the same other students
and can classify themselves as a “bluebird” or “buzzard.”
• When we differentiate only by interest, we can give the
impression that learning for learning’s sake is never necessary,
and that if a student isn’t really interested, the learning can
be skipped.

Figure 1.4

Differentiation Legs

Respectful Differentiation

I R
n L
e
t P a
e d
i
Image © Clipart.com

r
n
e e
s s
t s

Chapter 1 | Start Up   11

Consider It! • When we only differentiate by learning profile, we
can create learning cripples that are not flexible in their
As you think about your
approaches to learning and not able to learn from a wide
natural differentiation
in class, to which of the
variety of teachers and opportunities. The three-legged
differentiation “legs” stool is the perfect balance when we consider the whole of
do you most naturally differentiation.
lean? Is there a “leg”
that you do not address DIFFERENTIATION IS AND ISN’T . . .
often or with which you It is interesting that of all the content areas taught in school,
feel uncomfortable? the way mathematics is taught is generally the most consistent
of any subject across the country. It is as if there is an unspoken
version of a mathematics lesson that is implemented in most
classes and most grade levels, regardless of how much creative
license teachers employ in other subjects. We tend to model a
problem type, practice the problem type, possibly problem solve
around the problem type, have homework on the problem type,
and tomorrow repeat with a new problem type! And yet, we
know that we are not successful overall in mathematics. There
are many factors to consider when we design lessons to increase
understanding in mathematics. The first factor in the process
is analyzing our standards and explicitly stating the factual,
skill, and conceptual expectations. This is developed in
Chapter 3. We use the explication of our standards combined
with the knowledge of our students, as described in Chapter 2, to
develop learning goals, instruction, and design or choose tasks.
Designing instruction and tasks geared to individual student’s
learning needs through differentiation will reach and engage
students in ways that nothing else can. Chapter 4 brings all of
these ideas together.

As we move forward in designing and implementing

differentiation in mathematics class, let’s take a final general look
at what differentiation is and isn’t in Figure 1.5.

A Glance at a Differentiated Classroom

PRIMARY CLASSROOM
“Everyone get your math paper out. I’m going to go over the
correct answers. Correct any of the answers you may have missed.
Next we will use ten-frames to make tens. Now we will draw
ten-frames. And then we will begin homework.”

12  Every Math Learner | A Doable Approach to Teaching With Learning Differences in Mind, Grades K–5
 Figure 1.5

Differentiation Is and Isn’t

Differentiation Isn’t Differentiation Is
A way to make struggling A way to address all students and all ranges of readiness.
students pass the test Readiness differentiation is 1/3 of the total picture of
differentiation, and it is not limited to struggling students.

Fluffy A way for individual sense-making and connections by providing

multiple methods for learning and demonstration of learning. It
focuses on providing access to deep and rich content founded
on standards.

The individualized A way to address individual students and how they learn, but it
instruction from the 70’s does not endorse individual lessons for each student. Rather, it
considers which groups of students will most benefit from which
methods and tasks.

All about multiple Inclusive of multiple intelligences, but a learning profile is 1/3
intelligences of the total picture of differentiation and multiple intelligences
is one of many ways to address learning profiles. This is a small
slice of the total picture of differentiation.

Just about giving choices Inclusive of giving choices to increase motivation, but the
to cover your bases design of the choices offered is significant. Again, interest
differentiation is 1/3 of the total picture of differentiation.

Instinctive Not instinctive. Our instinct is to teach the way we learn or the
way we were taught. Differentiation is based on assessment
data and understanding our content as well as our students.

Untenable and not worth Possible. No one differentiates every lesson every day.
a teacher’s time Choosing when and what to differentiate is part of a teacher’s
decision-making process. Designing effective differentiation
does take time and planning, especially at first. It gets easier
over time and is worth it when you see students engaged and
excited to learn.

It is a condensed description of most primary mathematics class

sessions. Certainly differentiating in the primary classroom
has certain challenges because the students are not as capably
independent as older students. Yet, it is possible to differentiate
and use stations or rotations with the youngest students.

Chapter 1 | Start Up   13

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Rendi la patria, Dio; rendi l'Italia
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IX.

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infortunato flutto solcasti, o Italia, con tutto l'Occidente, la tomba del
Santarosa cominciò a mandar gemiti. E se l'aere a sera spira dal
luogo ove giace il generoso, odesi ancora la divina sua bocca dire
queste parole con desiderio immortale: Figliuoli d'Italia! tanta possa
in me, anco nel sepolcro, ebbe la patria, che valse a dare una
scintilla di vita al mio cadavere. L'esanime mio petto, come se lo
spiro dell'aura vitale lo commovesse ancora, dalla sede della morte
partecipò, o fratelli italiani, ai vostri dolori da mane a sera. Grande
era l'afflizione dell'anima mia, se la soma gravosa dei mali faceva di
quando in quando venir meno in voi la primiera fiducia. Ma da
questa terra, fatta a me letto di morte onorata, anche nel rigido
verno, spunta come erba recente la speranza. Perciò la voce mia
come rondine inviai, temendo potessero ahimè! i dolori dell'anima
vostra scoraggiarvi per sempre. Vi rammentai la Grecia schiava, che
ebbe battesimo in un sacro fiume del prezioso suo sangue; e tosto
ottenni che la fiducia di nuovo lampeggiasse in ogni sguardo. Oh!
appena rilusse all'Italia il giorno del trionfo, tanta gioia sentì, tutta
esultando, la Grecia primogenita figlia della libertà, che si ornò tutta
di fiori. Nella divina sua terra, che ancora m'accoglie fra le braccia,
allora sentii fiamma di desiderio per la dolce redenta terra d'Italia.
Quante volte vedendo una delle nostre navi, che a quella volta
celeremente vogava, ho detto con passione: Portatemi, o fratelli,
nella bella patria! — Ora non più; ite lontani! Nessuno venga a
turbare le ossa mie! Intanto che io lavo con lacrime l'opera vostra
misera e paurosa, qui rimarrò».
Rimane ed aspetta. E le navi d'Italia, le navi su cui sventola la croce
bianca per la quale gli uomini del 21 vollero anticipare eroicamente
l'avvenire della patria, son oggi sospinte un'altra volta verso
l'Oriente. Oh non dimentichiamo che lo spirito di Santorre Santarosa
aleggia tuttora cruccioso lungo quella sacra marina!

Firenze, 14 aprile 1897.

 INDICE

Le “Pensieroso” Pag. 5
Silvio Pellico 49
Le Società segrete in Romagna e la
Rivoluzione del 1831 89
Santorre Santarosa morto per la libertà della
Grecia nel 1825 137
 NOTE:

1. Alcune furono omesse nella lettura.

2. Traduzione del mio caro amico e collega, grecista illustre e filelleno

nobilissimo, prof. Giovanni Canna dell'Università di Pavia.
 Nota del Trascrittore

Ortografia e punteggiatura originali sono state

mantenute, correggendo senza annotazione minimi errori
tipografici.
 *** END OF THE PROJECT GUTENBERG EBOOK LA VITA ITALIANA
NEL RISORGIMENTO (1815-1831), PARTE 2 ***

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