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Math Differentiation Made Manageable Cheryl Beasley Yorkville School District # 115 mrs.beasley115@gmail.com 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 Options Small Group Heterogeneous Activities Games Arts and crafts Reading Groups Whole Group Instructions “family meeting” Directions Introduce Individual Small Group Homogeneous Practice work Tests Quizzes Independent project 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 Name________________ 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 ________ 1 How many States? 2 Create a math word problem 3 Add it Up 4 Menus Yum 5 Measure Do the Write Thing Menu Examples Name 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 _____ Games Multiplication.com Dancing Dino Math models Pequins Student Initials _____ Partner Activities Number Top-It (Student Reference Book p. 228) Checkers Tournement Facts Math Facts in a Flash Student Initials _____ Student Initials _____ Other *Word problem a day Monday Tuesday Wednesday Thursday Student 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 Tuesday Wednesday Thursday Friday 2.1 2.2 2.3 2.4 2.5 Pg. 28 Math boxes Pg. 30 Meet with teacher Pg. 28 Math boxes Pg. 30 Meet with teacher Math Boxes Pg. 30 Meet with teacher Math search *Math Passes Unit 2 Activity *3 multiplication games from multiplication.com *Unit 2 independent project Compacted Curriculum Monday Journal pages 32-33 Math Boxes 1.9 (p.31) Tuesday Wednesday Journal pages 34-36 Math Boxes 1.10 (p.37) Thursday Friday Journal pages 38-40 Math Boxes 1.11 (p.41) 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” Chapter 4 : Proportions, Algebra and Geometry Below 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 4-3 Enrichment 4-7 Enrichment 4-8 Enrichment I am hoping you can finish this by Friday December 3rd?? Assignment 4-3 Study Guide 1 - 5 all 4-3 Slope 1 – 12 all 4-4 Practice 1 – 30 evens only 4-7 Practice 1 – 6 all 4 – 8 Practice 1 – 8 all Completed Turned in/ Checked Learning Contracts Alternative 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. 2. 3. 4. Stay on task with the alternative activity. Hold your questions while the teacher is teaching. Never brag about your opportunities to work on alternative activities. Work on your assignment and do not to interrupt other students around you. Thank You, Student Name_____________________________________________ Parent Signature___________________________________________ Teacher Signature__________________________________________ Spring Time How many Butterflies are in the field? How would you sort these butterflies is you had to put them in groups? Bug Board Ants have six legs. How many ants Spiders have eight legs. If there are can you make with 18 legs? 3 spiders how many legs are there? In this picture of ants how many groups of five can you make? Need ant paper A What question would you ask a butterfly if you could? (3 questions please) Below are legs that belong to spiders. How many spiders can I make? ))))))))))))))))))))))))))) ))) Roll the dice and record how many Spiders have eight eyes and eight times you have to roll in order to legs. Can you make up a math get to a total of 30. problem about spiders and their eyes and legs? Mine is… If one spider has eight Need ant paper B eyes than, how many eyes does 5 spiders have? 40 eyes Can you Calculate how many Army ants can march 65 feet in one If three spiders lay 1500 eggs, how butterflies there will be if every hour. many eggs does one spider lay? year the population triples and the How far will the army ant go in… current population of butterflies in 3 hours_____________ Yorkville is 2,358, Next year? 8 hours_____________ What will the population be three 10hours_____________ years from now? Meeting with small groups of students Classroom Model 1 focus 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 Classroom Model 1 focus on helping below level students • 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. “But the below level students – Work together at a back table. never get the chance to do – Let them move on as they need the ‘fun’ activities.” Classroom Model 2 Focus 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 3 Flexible 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 Minutes Working at their seats on the practice work. Working on Learning Centers High Meet with this group first. Average They get to start the practice problems. Struggling 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 tip This 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 Average Meet with this group second. 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. Meeting at back table with the teacher Struggling Now 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. Second 10 Minutes Working at their seats on the practice work. Working on Learning Centers Struggling High 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. Make sure there are resources available at this station or the students books are on their desk ready to use. Last 10 Minutes Working at their seats on the practice work. High Continue working on their practice, extension or learning centers at their desk. Working on Learning Centers Average These students will have a choice to finish up their assignment and then work on learning centers. Compacting Curriculum Compacting Curriculum Chapter 3 Course 3 First 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. 116 Find a square root Find a negative square root Use Square Roots to Solve an Equation Use 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. 120 Estimate Square Roots – Pg. 122 Problems # 21, 25 – 36 ___________________ • Pg. 122 Problems # 10 – 31 all ______________________ Template of Independent Project Theme_______________________ Jelly Beans Research Problem solving Hands-on Creation Presentation Not for a grade! Extra Fun I’m done! Now what? ideas Hershey Kisses Candy Corn Learning Center / Extension Ideas Phone Books Grade 1 -2 Add up phone numbers and find the highest total. Grade 2 -3 Find a number higher than 60 Find a number lower than 60 A number that will equal an even or an odd total A number added to another number or subtracted Grades 4 – 6 Use order of operations to make a phone number equal 10,30, 60, 100 Grocery Ads Grades 1 – 3 Go shopping and get a sum close to $10.00 Grades 5 – 6 Use proportions and unit rate to find the best deal. 3 pizzas for $5.00 or 31 pizzas for $18.00 Find the price of juice per ounce Restaurant Menus Feed a family of 4 Compare two restaurants and how far will $20.00 get you? What % tip would you leave? Grocery Receipts Tape 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 boards Use 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 Create or sketch out Math pass Or Independent Project Or One week menu Check out websites Pieces of Learning Prufrock Free spirit Scholastic Brian Storm What will you use for pre-assessments? What will your learning centers consist of? Questions and Answers??