Some ideas

There are so many great math resources available, one being the actual resources that accommodates the curriculum. These resources, and those like it provide so many questions, but it is the job of the teacher to make these questions fit their class so every child can experience success and want to participate. Tasks must be engaging and provide interesting contexts to the students who will be involved in the working through the problem. Small (2008) suggests using the child’s personal world as a source of possible questions. Children’s literature could be a source whereby you create questions from student’s favorite stories or songs. Facts and everyday figures, such as the calendar, people facts, and world records could also be a place to start as you begin creating open ended, but engaging tasks. If we want kids to practice a skill it is not necessary to give them 120 practice questions. Ask a question that will peak their curiosity so they will want and need to solve the problem, while learning the intended outcomes.
Perhaps one of the most important things to remember when creating tasks that are accessible to all students, is to begin with the math and to think about the students involved. Have a clear idea in mind as to what students need to learn from the lesson. It is important to think about the big ideas, the concepts, not the procedures, or how to do’s. Also, it is important to know the students and what they already understand about the concept to be taught. The concept to be taught must be somewhat unfamiliar, but not out of reach. In order for learning to take place, students must be somewhat challenged. If these things are taken into consideration, it will be from here that a decision on a task can be made.
Open ended tasks that allow for differentiation in the classroom have a number of definite characteristics. Small (2008) identifies these characteristics in the following ways:
• The problem must allow students to connect new knowledge and ideas with old ones
• It can be solved in many different ways
• Has a variety of solutions
• It piques curiosity
• Is personal or has some relevance to the student
• Is creative