1. Differentiated Instruction

2. Reaching all Learners
Equal Opportunities
By “every child” we mean every child- no exceptions

3. Ethnomathematics in the
Classroom

 “Constructivism, inquiry learning, and
ethnomathematics allow students to enter the
learning process according to their ways of knowing,
prior knowledge, and learning styles.
Ethnomathematics also shows the relationship
between mathematics and cultural anthropology.”
 Saskatchewan Mathematics’ Curriculum

4. A Problem-Based
Classroom

 Problems should have multiple entry points
 Planned differentiate tasks
 Small group instruction

5. Multiple Entry Points


6. N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically)
by:
• representing
• describing
• comparing two numbers
• ordering three or more numbers.


7. Small Group Instruction


8. Your turn to share with each other.