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Differentiation
• We want ALL students to have continuous learning.
• Not intended to put labels on students.• Instructional grouping is key. Students are
different.• Can we meet needs when teaching whole
class instruction most of the time?• Strategies to help implement differentiation.
Differentiation
• Meeting all level learners• Pre-assessments (ex. use in order to have groups of 5 and 22)
• Tiered work and lessons (create 3 leveled questions from facts)
• Enrichment of curriculum• Learning Centers• Ability grouping• Assessment• Effective and Efficient Teaching• Guided Math
Pre-assessments
• Unit or Chapter pre-assessments– Now that I know, they know this material what do I do? – I don’t want to know this information.– What can I do with the information?
• Post – it note daily assessments– Your Name– Grade level – Number of years of experience– Do you use Guided Math in your classroom?– If no, would you like to learn more?
Grouping OptionsSmall Group
HeterogeneousActivities
GamesArts and crafts
Reading Groups
Whole Group
Instructions“family meeting”
DirectionsIntroduce
Individual
Practice work Tests
QuizzesIndependent project
Small Group Homogeneous
Ability Grouping
The Lesson
Learning Centers
• Define– What makes a good learning center?
• Why use them?• During the centers
– Students Role– Teachers Role
Let’s see some Examples– http://www2.scholastic.com
• Teachers at the top• Teaching Resources• Scroll down and select the grade level• Choose your subject area, start searching
– http://www.prufrock.com • To the left select math• Best sellers, (challenge math Ed Zaccaro )
– http://www.piecesoflearning.com • Professional Development• Conferences handouts
– http://www.freespirit.com/ • At the bottom of the screen is a link for differentiation.
Mystery Number 1_. _ _ _
•Clue 1: The digit in the thousandths place is double the digit in the ones place•Clue 2: The digit in the tenths place is odd, and it represents the sum of the digits in the tens place and the thousandths place.•Clue 3: There are exactly two odd Digits in the Mystery Number.•Clue 4: The digit in the hundredths place is three times the digit in the ones place.
Here is an example of a Mystery Number. A Mystery Number has clues that lead to only one correct number. Students will be practicing Place Value and problem solving. When a student creates their own Mystery Number, they will have to keep in mind to only lead to one correct answer with their clues.Total of 5 points ____________ Enrichment activity with Mrs. Beasley
How do you grade / assess??
• Math pass• Menus• Contracts
Math Pass
Complete 3 out of the 5 activities. You get to choose which activities to
complete. When you feel finished with correct answers please have _________ check your work. You will get a hole
punch for each completed activity. Due ________
Name________________
1How many
States?
2Create a
math word problem
3Add it Up
4Menus
Yum
5Measure
Do the Write Thing
Menu ExamplesName and #: __________________________
Seat Work Monday: p. 110 & p. 111 Tuesday: p. 112 (#1-3) &
115 Wednesday: p. 116, p.
117, & p. 118 Thursday: p. p. 119 & p.
120 Student Initials _____
Partner Activities Number Top-It (Student
Reference Book p. 228) Checkers Tournement
Student Initials _____
Facts Math Facts in a Flash
Student Initials _____
GamesMultiplication.com Dancing Dino Math models Pequins Student Initials _____
Other*Word problem a day Monday Tuesday Wednesday ThursdayStudent Initials _____
Challenge Student reference book
p.250 and 251 and complete worksheet p. 64.
Student reference book p. 266, calculate the age in minutes of 5 men when they became president. (More if you can!)
Student Initials _____
Groups
Monday
2.1
Tuesday
2.2
Wednesday
2.3
Thursday
2.4
Friday
2.5Pg. 28
Math boxes
Pg. 30
Meet with teacher
Compacted Curriculum
Pg. 28
Math boxes
Pg. 30
Meet with teacher
Math Boxes
Pg. 30
Meet with teacher
Math search
Unit 2 Activity
*Math Passes
*3 multiplication games from multiplication.com
*Unit 2 independent project
Monday
Journal pages 32-33 Math Boxes 1.9 (p.31)
Tuesday
Journal pages 34-36 Math Boxes 1.10 (p.37)
Wednesday
Thursday
Journal pages 38-40 Math Boxes 1.11 (p.41)
Friday
REVIEW FOR TEST!
Challenge Unit Goal: ______
Graph Hunt Making Bar Graph Collecting & Analyzing
Data Recording Time Line Capacity & Weight Creating & Analyzing a
Mystery Line Plot Graphing “Pie”
Assignment Completed Turned in/ Checked4-3 Study Guide1 - 5 all
4-3 Slope1 – 12 all
4-4 Practice1 – 30 evens only
4-7 Practice1 – 6 all
4 – 8 Practice1 – 8 all
Chapter 4 : Proportions, Algebra and GeometryBelow you will find a check list of the items you need to complete. Feel free to work at your own pace. I will be meeting with small groups daily to check on your progress and teach the lesson if needed. If you are stuck some resources you can use are: your book, the math website www.msmath3.net, or the internet.
Chapter 4 is a short unit and we will skip a few sections and do them later. (4-5 similar and congruent polygons and 4-6 scale drawings)Extra credit available this chapter
I am hoping you can finish this by Friday
December 3rd??
4-3 Enrichment
4-7 Enrichment
4-8 Enrichment
Learning ContractsAlternative Working Conditions
Students who demonstrate an advanced understanding of the current topics will have a choice to do more challenging work for their skill level. This does not mean extra work but in-class problem solving. Students will attend the “lesson” portion of the class however will work on problem solving rather than extra reinforcement activities. There are a couple rules the student, parent and teacher need to be aware of.
1. Stay on task with the alternative activity.2. Hold your questions while the teacher is teaching.3. Never brag about your opportunities to work on alternative activities.4. Work on your assignment and do not to interrupt other students around you.
Thank You,
Student Name_____________________________________________Parent Signature___________________________________________Teacher Signature__________________________________________
How many Butterflies are in the field?
Ants have six legs. How many ants can you make with 18 legs?
Spiders have eight legs. If there are 3 spiders how many legs are there?
How would you sort these butterflies is you had to put them
in groups?
In this picture of ants how many groups of five can you make?
Need ant paper A
Below are legs that belong to spiders. How many spiders can I
make?) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
) )
What question would you ask a butterfly if you could?(3 questions please)
Roll the dice and record how many times you have to roll in order to
get to a total of 30.
Need ant paper B
Spiders have eight eyes and eight legs. Can you make up a math problem about spiders and their eyes and legs?Mine is… If one spider has eight eyes than, how many eyes does 5 spiders have? 40 eyes
Can you Calculate how many butterflies there will be if every year the population triples and the current population of butterflies in Yorkville is 2,358, Next year? What will the population be three years from now?
Army ants can march 65 feet in one hour.How far will the army ant go in…3 hours_____________8 hours_____________10hours_____________
If three spiders lay 1500 eggs, how many eggs does one spider lay?
Spring Time Bug Board
Meeting with small groups of students
Classroom Model 1focus on helping below level students
• Teach whole class lesson first.• Pass out or assign practice for current lesson• Above Grade Level students
– Offer all students the opportunity to do the hardest 10 (10%) of the assignment
– If they finish with 100% accuracy they do not need more practice.
– The may work on “other” work• Independent ongoing project• Learning Centers• Investigations
• At Grade level students– Complete practice work – When complete they may work on learning
centers• Below Grade Level
– There always seems to be a group of students that need one-on-one help.
– Work together at a back table.– Let them move on as they need
Classroom Model 1focus on helping below level students
“But the below level students never get the chance to do
the ‘fun’ activities.”
Classroom Model 2Focus on the above grade level students
• Teach whole-class lesson. Pass out practice work.
• Above Grade Level students– Complete practice work and meet with teacher in the back. – Here you can do an extension lesson together and spend some extra
time with higher group.
• At Grade level students and Below Grade Level – Let them complete practice work and then work on learning centers,
games, computer stations or other extensions.
Classroom Model 3Flexible Grouping/Guided Math
• Usually the class seems to divide into three groups. (the at grade level seems to be the largest group)
• Think of two areas.– With the teacher and working in the classroom.
• Deliver lesson in the small group.• Practice work• Learning centers
Meeting at back table with the teacher
First 10 MinutesWorking at their seats on the practice work.
Working on Learning Centers
High Average StrugglingMeet with this group first. They get to start the practice problems. Have them start on the Learning Centers.
Get them started on the lesson. The hardest 10% could be implemented here.
They will spend ten minutes working through what they can. Have the students circle any problems they may have.
These students will need to start the practice work with the teacher. This group will require the most time with the teacher.
They can problem solve to teach themselves the lesson. This allows for higher level thinking and the teacher acts as a facilitator. Point out the most difficult problem and see if they can solve it.
*Teacher tipThis first 10 minutes may not take that long. If your advanced students seem to be on their way and moving through the current lesson you may switch at 5 minutes.
This could also be a tiered assignment that is different from other students that will take the concept a bit further.
Meeting at back table with the teacher
Second 10 MinutesWorking at their seats on the practice work.
Working on Learning Centers
Average Struggling HighMeet with this group second. They can switch to the practice and give it a try. Move to finishing their assignment and then on
to the Learning Centers tiered for their level.
Here you can help clear up any questions and check over what they have done so far. This will allow for a quick assessment to see if they are on the right track.
Make sure there are resources available at this station or the students books are on their desk ready to use.
Meeting at back table with the teacher
Last 10 MinutesWorking at their seats on the practice work.
Working on Learning Centers
Struggling High AverageNow the struggling students may require the most of your time and you have created time for them. Complete many examples and work through the practice.
Continue working on their practice, extension or learning centers at their desk.
These students will have a choice to finish up their assignment and then work on learning centers.
Compacting Curriculum
Compacting Curriculum Chapter 3 Course 3First set of questions are the challenge problems. If too hard move on to second choice and complete those indicated problems. • Lesson 3 – 1 Square roots Pg. 116Find a square rootFind a negative square rootUse Square Roots to Solve an EquationUse an Equation to Solve a Problem
– Pg. 119 Problems #39 – 48 Challenge problems _____________
• Pg. 119 Problems #14 – 40 all ________________ • Lesson 3 – 2 Estimate Square roots Pg. 120Estimate Square Roots
– Pg. 122 Problems # 21, 25 – 36 ___________________
• Pg. 122 Problems # 10 – 31 all ______________________
Jelly Beans Hershey Kisses Candy Corn
Research
Problem solving
Hands-on Creation
Presentation
Not for a grade!
Extra Fun
I’m done! Now what? ideas
Template of Independent ProjectTheme_______________________
Learning Center / Extension Ideas Phone BooksGrade 1 -2 Add up phone numbers and find the highest total.Grade 2 -3 Find a number higher than 60Find a number lower than 60A number that will equal an even or an odd totalA number added to another number or subtractedGrades 4 – 6Use order of operations to make a phone number equal 10,30, 60, 100Grocery AdsGrades 1 – 3 Go shopping and get a sum close to $10.00Grades 5 – 6Use proportions and unit rate to find the best deal. 3 pizzas for $5.00 or 31 pizzas for $18.00Find the price of juice per ounceRestaurant MenusFeed a family of 4Compare two restaurants and how far will $20.00 get you?What % tip would you leave?Grocery ReceiptsTape them to your front board. Figure out the percent I saved.Total spent $39.45 You SAVED $4.23 what is the percent saved?X = 10.7%Cereal Box Find the Volume of a cereal box.Create a box with 160 cubic inches.Stat Books Create problems
Make Game boardsUse pasta and beans
Steps to implement guided math
• Pre-assess what will you use?• Groups• Menu or plan of who is doing what and when• Learning centers (organizing what you already
have in the classroom to use for enrichment of curriculum)
• Assessment (math pass)• Independent research or investigations
Meet with Grade Level Teams
Plan
Check out websitesPieces of LearningPrufrockFree spiritScholastic
Create or sketch outMath pass OrIndependent ProjectOr One week menu
Brian StormWhat will you use for pre-assessments?
What will your learning centers consist of?
Questions and Answers??
