There is much written about differentiation in the math classroom. But at the core of it all, there seems to be a central idea: a student-centered classroom managed by a teacher who knows the varying learning needs of his or her students and addresses those needs appropriately.
Easy, right? Well, as Mark Twain said, “If talking were teaching, we would all be smarter than we could stand.”
We kept this in mind when developing Singapore Math®, which uses a problem-solving approach and incorporates opportunities for multiple representations—both of which provide the context for differentiation. Let’s consider this adding with regrouping problem: