Math Differentiation Made Manageable Cheryl Beasley Yorkville School District # 115 mrs.beasley115@gmail.com

1. Math Differentiation Made ManageableCheryl BeasleyYorkville School District # 115mrs.beasley115@gmail.com

2. 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.

3. 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

4. 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?

5. Grouping Options

6. Learning Centers • Define • What makes a good learning center? • Why use them? • During the centers • Students Role • Teachers Role

7. 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.

8. 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

9. How do you grade / assess?? • Math pass • Menus • Contracts

10. 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 ________

11. Menu Examples

14. 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??

15. 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. • 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__________________________________________

16. Spring Time Bug Board

17. Meeting with small groups of students

18. 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

19. Classroom Model 1focus 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. • Work together at a back table. • Let them move on as they need “But the below level students never get the chance to do the ‘fun’ activities.”

20. 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 andBelow Grade Level • Let them complete practice work and then work on learning centers, games, computer stations or other extensions.

21. 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

23. 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 ______________________

24. Template of Independent Project Theme_______________________

25. 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

26. 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

28. Questions and Answers??