The Differentiation Shop: Differentiated I Have, Who Has for Math

I just LOVE using games with students! It give students a social break, they have fun, AND they practice their academic skills at the same time! But sometimes whole class can be difficult in a group of students with a wide range of abilities and skills.

I have provided some accommodations to the I Have, Who Has games to give you differentiated options!

"Let's play some games!"

I Have, Who Has Directions

Distribute cards to students as evenly as you can
Choose a student to read any card first (these sets have no designated start card)
Each card ends with a question. Each card begins with an answer. Students will listen to the card read aloud and will read their cards to look for the correct answer.
The student who has the answer card will read his/her card aloud.
This continues until all cards have been read aloud.

Modifications

Modified Cards

A second set of cards is provided with key words or numbers underlined to help struggling students.

💡When using this game with mixed ability groups, give struggling students their cards from the modified set. A set of cards in the Open Dyslexic font is also provided for students with Dyslexia. Give students with Dyslexia cards from that set.

You can have these set aside ahead of time, with specific kids in mind for the modified cards. But often you won't have time to do that in advance, and you'll just be passing them all out from the regular set. That's ok! There's ways around that, too!

Now, in my experience with this task, there are often kids who view this as being "Not fair! Why does that student get the EASY cards." Right? I've gone 2 directions with this.

The first is to discuss what fair REALLY means - everyone gets what they NEED, not that everyone gets the SAME. It takes time to build this sort of family community in a classroom and for all kids to truly respect one another in this way. But over time, it works.

The second way I've handled this is to discreetly exchange cards with the necessary students, without explaining or discussing. If anyone notices, say something like "Oh, I just gave him/her the wrong card! Whoops! Silly me!" and move on. If you use this tactic, over time kids will catch on that it's ALWAYS the same kids. So, about half the time, pass out the modified set to all students, and exchange cards with the students who do NOT need the modified set. Then all students are having their cards exchanged sometimes. Or give some other kids the modified set, even if they don't need it.

💡Create multiple groups for the game, one (or more) who would benefit from the modifications, and one (or more) who are ready for the challenge of no prompts. The groups can play the game simultaneously, giving all students more of an opportunity for practice since all students will have more cards.

Seat Work

Also provided with these games are 2 versions of seat work.

The first seat work page uses the exact same questions and numbers from the I Have, Who Has cards. This is great for students who need repetition. Students will see, read, and answer questions during the game and will see those same questions on the seat work page.