Planning differentiated lessons in math for grades 1-4

Planning differentiated lessons in math for grades 1-4 By: Aimee Tyszka atyszka@assumptionschool.net & Jessica Rinaldi jrinaldi@assumptionschool.net

This Is Your Classroom !

Planning a Focused Curriculum Means Clarity About What Students Should … KNOW • Facts • Vocabulary • Definitions • UNDERSTAND • Principles/ generalizations • Big ideas of the discipline • BE ABLE TO DO • Processes • Skills

Know These are the facts, vocabulary, dates, places, names, and examples you want students to give you. The know is massively forgettable. “Teaching facts in isolation is like trying to pump water uphill.” Carol Ann Tomlinson

KNOW Facts, names, dates, places, information • There are 50 states in the US • Napoleon Bonaparte • 1066 • The Continental Divide • The multiplication tables

Understand Major Concepts and Subconcepts These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

UNDERSTAND Essential truths that give meaning to the topic Stated as a full sentence Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT) • Multiplication is another way to do addition. • People migrate to meet basic needs. • All cultures contain the same elements. • Entropy and enthalpy are competing forces in the natural world. • Voice reflects the author.

BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) Verbs or phrases (not the whole activity) • Analyze • Solve a problem to find perimeter • Write a well supported argument • Evaluate work according to specific criteria • Contribute to the success of a group or team • Use graphics to represent data appropriately

KUD’s Count to one hundred in units of ten. Multiplication is another way to do addition. Find the missing addend using counters. Subtraction and addition have an inverse relationship. The multiplication tables 0-12. Clue words for addition are sum, and, altogether, in all, combine, join, plus, and total. The value of a digit depends on its place in the number. Write the value of the underlined digit in each number.

In Other Words: KUDs Matter Because They create clear learning goals Allow us to align goals, assessments, teaching, and learning tasks They allow us to incorporate standards AND make meaning for students They give us a basis for differentiation. Who needs which K’s & D’s How do we ensure that every student gets meaningful access to the U’s They tell us what strugglers should invest in They give us a platform for extending for advanced students

Learning Centers – pgs. 23-31 Cubing – pgs. 31-34 RAFT – pgs. 34-46 Graphic Organizers – pgs. 46-50 Think DOTS – pgs. 54-60 Learning Contracts – pgs. 60-64 Web Quests – pgs. 64-66 Instructional Strategies that Support Differentiated Instruction *See Marcia Imbeau’s PowerPoint for further explanation of each strategy.

Think Dots Addition (Yellow) Directions: With your partner, roll the dice. Do the box that matches your dice. If you don’t want to do that box you can roll one more time. Then, you must do that activity. Do your best! Put work in your folder when finished.

Think Dots Addition (Purple) • Directions: With your partner, roll the dice. Do the box that matches your dice. If you don’t want to do that box you can roll one more time. Then, you must do that activity. Do your best! Put work in your folder when finished.

Think Dots Addition (Blue) • Directions: With your partner, roll the dice. Do the box that matches your dice. If you don’t want to do that box you can roll one more time. Then, you must do that activity. Do your best! Put work in your folder when finished.

Place value work stations Group 1 (Kinesthetic) 1. Pick an index card up with a digit written on it. 2. Pick a chair to sit in. 3. What number did you and your friends make? 4. What is the value of your digit? 5. Write answer on the data sheet. Group 2 (Visual) Roll the dice 3 times Write down each digit to create a 3 digit number. Draw base ten blocks to show your number. What is the value of each digit? Write answer on data sheet. Group 3 (Tactile) Pick 3 cards from the deck. Make a 3-digit number. 3. Build the number using the base ten blocks. 4. Write the value of each digit on your data sheet.

Name: _______________________________ Date: __________________ Place Value

Think Dots Multiplication (0-2 times tables) Directions: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. It is alright if more than one person rolls the same number as each person’s response will be individual.

How Low Can You Go? Materials: 1 pair of blank dice (one die labeled 1-6, one die labeled with 3 zeros and 3 ones) Directions: Students will take turns rolling the dice, multiply the numbers that come up, and write the product. Each player gets 5 rolls. Players record the product for each roll and then find the sum of their products. The player with the lowest totals wins.

Multiplication Brain Game Materials: 1 deck of cards (remove jokers, kings, queens, jacks, and tens) At least 3 players Directions: Students will shuffle the deck of cards and place it facedown between two players. Each player draws a card without looking and places it on her/his ‘brain’ or forehead with the card facing the third player. The third player will say the product of the two cards. The other two players will turn and face each other to see the other’s card. Each player now knows the product and the other factor. The first player to call out his own factor (the missing factor) wins. Players will rotate to each have turns naming the products and guessing the missing factors.

Play the Toss and Talk game. Get a gameboad and number cubes from the red folder/basket. Tom and some of his friends are having a party. Tom’s mother orders a pizza which is cut into 4 pieces. Each boy ate ¼ of the pizza, and the entire pizza was eaten. Explain how to figure out how many boys were at the party. Explain your answer and draw a picture of how the pizza was sliced. Use fraction strips to show 1/3 and 2/6 of one whole strip. Are 1/3 and 2/6 the same, or equal parts of the strip? Use 2 more fraction strips to show 2 other fractions that are equal. Label your strips with the fraction you made. Create an interesting and challenging word problem that uses fractions. Show the solution. Which fraction is greater, 1/3 or 1/6? Use words and models to explain your answer. You have 6 tiles. 2/6 of the tiles are rectangles. The rest of the tiles are triangles. Draw a design using the tiles. THINKING CUBE Grade 4 Fractions (below)

Play the Toss and Talk game. Get a gameboad and number cubes from the yellow folder/basket. Use fraction strips to show 1/2 and 5/10 of one whole strip. Are 1/2 and 5/10 the same, or equal parts of the strip? Use 2 more fraction strips to show 2 other fractions that are equal. Label your strips with the fraction you made. Tom and some of his friends are having a party. Tom’s mother orders a pizza which is cut into 8 pieces. Each boy ate 2/8 of the pizza, and the entire pizza was eaten. Explain how to figure out how many boys were at the party. Explain your answer and draw a picture of how the pizza was sliced. Which fraction is greater, 4/5 or 4/8? Use words and models to explain your answer. Create an interesting and challenging word problem that uses fractions. Show the solution. You have 10 tiles. 4/10 of the tiles are rectangles. The rest of the tiles are triangles. Draw a design using the tiles. THINKING CUBE Grade 4 Fractions (average)

Play the Toss and Talk game. Get a gameboad and number cubes from the green folder/basket. Tom and some of his friends are having a party. Tom’s mother orders a pizza which is cut into 16 pieces. Each boy ate 4/8 of the pizza, and the entire pizza was eaten. Explain how to figure out how many boys were at the party. Explain your answer and draw a picture of how the pizza was sliced. Use fraction strips to show 1/6 and 2/12 of one whole strip. Are 1/6 and 2/12 the same, or equal parts of the strip? Use 2 more fraction strips to show 2 other fractions that are equal. Label your strips with the fraction you made. Create an interesting and challenging word problem that uses fractions. Show the solution. Which fraction is greater, 2/3 or 4/7? Use words and models to explain your answer. Mary has 23 mables. 7/23 of the marbles are yellow and 13/23 of the marbles are blue. The rest of the marbles are green. How many marbles are green? Explain how you know. THINKING CUBE Grade 4 Fractions (above average)

Respectful Tasks • Equally interesting, appealing, • engaging • Focused on the same essential • understandings & skills • Requires all students to work at • high levels of thinking (to apply, argue, defend, synthesize, transform, look at multiple perspectives, associate with, etc.)

Respectful or Not-so Respectful? • Scenario 1 • Teacher B is assigning math homework. Some of her students are still struggling to master converting fractions to decimals, some understand the process but need more practice, and some are fairly proficient. Because she knows that it will take longer for some students to complete the problems, she decides to assign 10 problems to struggling students, 20 problems to on-grade level students, and 30 problems to advanced students.

Respectful or Not-so Respectful? • Scenario 2 • One of Teacher K’s students got a 100 on her pre-test, so the teacher has her design homework worksheets that practice the skills that the class learned in that unit.

Break out Session • Meet with your grade level to collaborate. • Share ideas • Design math activities

Open Forum Share your thoughts or ask questions.

Don’t stress out! Take it one step at a time.

Planning differentiated lessons in math for grades 1-4