6 whole-class strategies to help every pupil succeed in maths

Walk into any maths classroom and you’ll see it: pupils starting from different points. Some race ahead confidently, others stall and wait for help, while many hover in between.

For years, 'traditional differentiation' — splitting into ability groups with separate worksheets and outcomes — was the go‑to solution. While designed to meet diverse needs, it can be hard to sustain, adds to workload, and may leave pupils labelled by fixed ability.

Whole‑class differentiation offers an inclusive alternative. It starts with one rich problem everyone can access, then layers in talk, visuals, scaffolds and challenges so all pupils have a way in and a way forward. The result is a shared journey where confidence grows, misconceptions are addressed early, and no one feels “less than” in maths.

Exploration before explanation

When pupils explore before being shown a method, maths becomes theirs to investigate, not the teacher’s to hand down. Prompts like “What do you notice?” invite multiple approaches — counting, drawing, modelling or moving to equations. This builds resilience, curiosity and validates their ideas.

In this phase, pupils test strategies, make mistakes and own their thinking. The teacher listens, connects threads and guides towards an efficient method.

For example, if the objective is to understand that fractions represent equal parts, pupils might begin by exploring objects: can they divide them fairly? Folding paper shapes or sharing food items gives them first-hand experience. When the teacher then introduces the formal method, it connects with what pupils have already discovered.

Some teachers familiar with the ‘I do, we do, you do’ approach may find it challenging to build exploration into an already packed curriculum. The English maths curriculum is almost twice the size of Singapore’s, where the mantra is ‘teach less, learn more.’ Even with a full curriculum, creating small opportunities for exploration can enrich pupils’ understanding and strengthen long-term learning.

Talk before textbook

Talk is a powerful whole‑class tool. Explaining thinking aloud and hearing others’ strategies expands problem‑solving skills. Sentence stems like “I noticed…” or “I solved it by…” help all pupils to join in.

Partner or small‑group talk isn’t a substitute for teacher guidance; it seeds ideas the teacher refines. It also ensures quieter voices are heard, making discussion more democratic.

Concrete before abstract

Manipulatives and visuals aren’t remedial — they’re universal thinking supports. By Key Stage 2, some classrooms move away from them, but this is exactly where their value grows. As concepts become more abstract, they help pupils tackle complex ideas by making structures visible and tangible. For example, 6 × 6 as 5 × 6 plus 1 × 6 links multiplication to addition.

Used consistently and phased out, these scaffolds normalise tool use, remove stigma and help learners to move confidently from concrete to abstract reasoning.

Scaffold without limits

Differentiation shouldn’t mean lowering expectations. It’s about supports that allow deep engagement for everyone. In a Year 1 lesson, some may use cubes, others draw and some work abstractly — all tackling the same core task.

This “low floor, high ceiling” design provides easy access and stretch through generalisation, proof and explanation.

Four guiding questions

Richard DuFour’s framework keeps focus clear:

1. What do we want pupils to learn?
2. How will we know they’ve learned it?
3. What will we do if they haven’t?
4. What will we do if they already know it?

Exploration helps answer the first two. Question three drives support for those struggling; question four prompts meaningful extension.

After exploration, the teacher draws ideas together in the “we do” stage, tackling misconceptions. Only then comes “you do” — independent practice and application. It’s like a treasure hunt: searching together, making sense of the find, then doing the drills.

Depth before speed

While routine questions can build fluency and provide useful practice, for many pupils twenty questions can feel overwhelming — especially for SEND learners. An alternative is to focus on five rich problems that highlight patterns and prompt questions like ‘What’s the same? What’s different?’ This creates space for depth, talk and connection-making.

Slowing the pace often accelerates long‑term progress — pupils understand, rather than recall mechanically.

Inclusion by design

An inclusive lesson starts with the same rich task for all, then layers support: vocabulary prompts for EAL learners, scaffolds to reduce cognitive load, open‑ended challenges to stretch high attainers.

For teachers, it’s one task, one discussion, one set of representations — simplifying planning and enabling more responsive teaching and feedback.

Closing

Differentiation doesn’t require thirty separate lessons. It means designing learning that’s rich, scaffolded and open enough for every child to contribute. When pupils see themselves as mathematicians, confidence grows — and that’s what underpins long‑term success.

Learn more

An inclusive approach to maths teaching

7 things I learned switching to whole class teaching

Common myths and misconceptions surrounding the Concrete, Pictorial, Abstract (CPA) approach