Bingo can be incorporated into the classroom as an activity for students who finish quickly or who already know the material. It can be an ongoing activity over the course of the fraction unit and can be adjusted to various BINGO configurations such as four corners, blackout, regular BINGO, etc. This board was created as a replacement for the portions of this particular unit the talented and gifted math students in my class mastered according to the unit pretest. These students are beyond the basic fraction learning that is a part of the universal curriculum. The BINGO activities act as extensions and applications of the learning taking place during universal instruction.
BINGO boards allow students the freedom to choose the activities they complete, within parameters I set, to keep learning focused on the unit at hand. BINGO boards also allow students the freedom to work through mathematical problems at their own pace, to the depth and breadth they desire, again within set parameters, and to work through any cognitive dissonance they may encounter through the problem solving and learning process. BINGO boards facilitate differentiation because they are a way to push students to a deeper Depth of Knowledge through the activities on the BINGO board. They also allow fast finishers, accelerated students, and students who already know a particular topic a meaningful way to expand their knowledge and the understanding that the teacher believes they can manage the learning on their own with minimal interference from the teacher.