Math Block Models for

Differentiated Instruction
Division of Accelerated and
Enriched Instruction
CESC Room 177
301-279-3163
60 Minute Math Blocks
5 minutes: warm-up
25 minutes: focus lesson
25 minutes: independent practice
5 minutes: closure
As outlined in the Instructional Guides
Model A:
Differentiation during independent practice
5 minutes: whole group warm-up
25 minutes: whole class focus lesson
25 minutes:
Tiered independent practice
Meet with small groups to fill in gaps and
accelerate
5 minutes: whole class closure
Model B:
Differentiated Focus Lessons
5 minutes: whole group warm-up
25 minutes:
focus lesson #1 for one group
Other part of the class works on anchor
activities or independent practice
25 minutes:
focus lesson #2 for a second group
Other part of the class works on anchor
activities or independent practice
5 minutes: whole class closure
Model C:
Tiered Focus Lesson
5 minutes: whole group warm-up
25 minutes:
Introduce the Big Problem for heterogeneous
or homogeneous discourse groups
Provide prepared scaffolding and extension
options to groups as needed
25 minutes:
Groups share responses
Tiered independent practice based on
observations during discourse groups
5 minutes: whole class closure
Model D:
Math Stations
5 minutes: whole group warm-up
50 minutes:
Teacher meets with one group at a time at the
Teacher Station to teach required focus lessons,
accelerated focus lessons, and required focus
lesson with review (2-3 groups total for the
session)
Other students are refining and extending their
understanding at The Shop, Proof Place, Practice
Plaza, and an Anchor Activity center
5 minutes: whole class closure
Model E:
Math Centers
5 minutes: whole group warm-up
50 minutes:
Students go to Center A for a focus lesson with
the teacher. Then they go to Center B for
independent practice related to the focus lesson.
Other students not at Center A or Center B are
at one of 2-3 other centers refining or extending
their understanding.
5 minutes: whole class closure
Model F:
Plug-In Academic Support
10 minutes: whole group warm-up
15 minutes: One group of students works on
a focus lesson with the teacher
15 minutes: One group of students works on
a math investigation or guided practice with
the academic support teacher
15 minutes: One group of students works
independently on an anchor activity
5 minutes: whole class closure
Key Points to Remember
Students who need acceleration cannot learn it on their own.
They need dedicated time with the teacher. Try meeting with
this small group first a few times each week. In doing so, the
teacher sends the message that their needs are important, and
also that students needing extra support are capable enough to
work on their own.

A plug-in academic support person should not be used solely for
administrative tasks. That person should be used to help the
teacher incorporate more problem-solving and inquiry based
instruction into the classroom. One way to empower those
professionals is to train them in how to use resources such as
The SuperSource and 20 Thinking Questions so that they can
help the teacher supervise enrichment opportunities for all
students. Its also important to remember that these
professionals are not the teachers, and should not be the sole
opportunity for students to receive accelerated instruction.