1. What does READINESS mean?
It is the student’s entry point relative to a particular understanding or skill.
C.A.Tomlinson, 1999

2. Kindergarten counting
Task 1:
Find a way to count & show how many people are in our class today. How did you get your answer?
Task 2:
Find a way to show how many people are in our class. How many are absent today? How many are here today? How do you know?
Task 3:
Find a way to show how many boys are in our class today. How many boys are absent today? How many girls are here today? How many girls are absent today? Prove you are right.

3. Adding Fractions Blue Group
Manipulatives such as Cuisinaire rods and fraction circles will be available as a resource for the group. Students use factor trees and lists of multiples to find common denominators. Using this approach, pairs and triplets of fractions are rewritten using common denominators. End by adding several different problems of increasing challenge and length.
Suzie says that adding fractions is like a game: you just need to know the rules. Write game instructions explaining the rules of adding fractions.
Red Group
Use Venn diagrams to model LCMs (least common multiple). Explain how this process can be used to find common denominators. Use the method on more challenging addition problems.
Write a manual on how to add fractions. It must include why a common denominator is needed, and at least three ways to find it.
Green Group
Use Cuisinaire rods or fraction circles to model simple fraction addition problems. Begin with common denominators and work up to denominators with common factors such as 3 and 6.
Explain the pitfalls and hurrahs of adding fractions by making a picture book.

4. Quadrilateral review
All Groups play “Guess the Quadrilateral” in pairs, triads or quads.
1. One person thinks or chooses a quadrilateral.
2. The remaining members of the group (or partner) ask yes / no questions about the properties of the quadrilateral.
3. The group tries to guess the quadrilateral based on the answers to the question in less than ___ questions. (You can vary the number allowed.)
Average Group:
Play the game as stated above.
Struggling Group:
A list of quadrilaterals and basic properties is provided for reference. The degree of completeness of the list can be determined by the teacher.
Advanced Group:
After guessing the quadrilateral, the group sketches the quadrilateral and lists all properties that belong to it.

5. Think Dots
© Kay Brimijoin, 2003

6. Describe how you would expand the number 283.
Place Value
Roll 3 dice. Make the greatest number possible. Use base 10 blocks to model your number. Record what each digit means in the number.
Describe how you would expand the number 283.
Rearrange the digits in the number 724 to make the least number possible. Model your number with base ten blocks to make sure it is the smallest.
Write the number 467 in expanded form. How does expanded form relate to place value?
Rearrange the digits in the number 435 to make the greatest number possible. Model your number with base ten blocks to make sure it is the greatest.
Make 3 different numbers with the digits 1, 2, and 3. Model them with base ten blocks. Which is greatest? Which is least?

7. Place Value
Roll 3 dice. Make the greatest and least numbers possible. How do you know they are the greatest and the least?
Describe how you would add two 3-digit numbers. What does place value have to do with adding?
Rearrange the digits in the number 724 to make the least number possible. What pattern do you see in the digits to determine the least number possible?
Write the number 467 in expanded form. How does expanded form relate to place value?
Rearrange the digits in the number 435 to make the greatest number possible. How do you know it is greatest?
Make 3 different numbers with the digits 1, 2, and 3. Explain the differences in the numbers.

8. Differentiating using learning profile
Learning profile refers to how an individual learns best - most efficiently and effectively.
Teachers and their students may
differ in learning profile preferences.

9. analytical Find the error Evaluating Sorting and Classifying
Bullets
Lists
Steps
Worksheets
Tables
Venn Diagrams
Timelines
Sequential Items
Flow Charts
Compare and Contrast
Find the error
Evaluating
Sorting and Classifying
Appealing to logic
Critique and Criticize
Explaining Difficult Problems to others
Making Inferences and Deriving Conclusions
Puns and Subtleties

10. analytical Chart Classifying Definitions Graphic organizer
Timeline
Venn diagram
T-chart
Patterns
sequencing
Classifying
Definitions
Cause and effect
Code
Graph
Database
Blueprints
Newspaper
Fact file

11. Practical Working your way out of a problem
Notes to Self (what questions to ask myself, how to make sense of for myself)
Here is a problem, explain what happened
Analogies
Draw real world examples
Advising and convincing others (Advice columns)
Hands-on Activities
Taking things apart and fixing them
Understanding and Respecting others / Friendships / Resolving Conflicts
Putting things into Practice
Adapting to New Situations

12. PraCTICAL Explaining how things can be used Letters to the editor
Developing a plan to address a problem
Help classmates understand
Scenarios
Role plays
WebQuest
Job shadowing
Dialogs
Newscasts
Letters to the editor
Flyers
Demonstrations
Experiments
Surveys
Field trips
Petitions
“Cheat sheets”
Lesson plans

13. creative Figure out a way to explain
Idiot’s Guide To… (Book for Dummies)
How to represent
Make your own interpretation
Pictures or news bulletins to describe
Designing new things
Alternative solutions and methods
Thinking in pictures and images
Noticing things other people tend to ignore
Suppose something was changed… What would happen if?
Acting and Role playing
Inventing

14. creative
Become a … and use your new perspectives to help us think about…
Use humor to show…
Explain or show a new and better way to…
Figure out a way to explain…
Pictures, picture books, doodles and icons
Songs
Riddles
Mime or charades (think vocabulary!)
Play
Bumper stickers
Smith, 2008