1. Math Differentiation Made Manageable Cheryl Beasley Yorkville School District # 115

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 The Lesson Small Group Heterogeneous Activities
Games
Arts and crafts
Reading Groups
Whole Group
Instructions
“family meeting”
Directions
Introduce
Individual
Practice work
Tests
Quizzes
Independent project
Homogeneous
Ability Grouping
The Lesson

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

7. Let’s see some Examples
Teachers at the top
Teaching Resources
Scroll down and select the grade level
Choose your subject area, start searching
To the left select math
Best sellers, (challenge math Ed Zaccaro )
Professional Development
Conferences handouts
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. Create a math word problem
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

11. Menu Examples Seat Work Monday: p. 110 & p. 111
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 _____
Partner Activities
Number Top-It (Student Reference Book p. 228)
Checkers Tournement
Facts 
Math Facts in a Flash
Games
Multiplication.com
Dancing Dino
Math models
Pequins
  Student Initials _____
Other
*Word problem a day
Monday
Tuesday
Wednesday
Thursday
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 _____

12. Monday 2.1 Tuesday 2.2 Wednesday 2.3 Thursday 2.4 Friday 2.5 Groups
Groups
Monday
2.1
Tuesday
2.2
Wednesday
2.3
Thursday
2.4
Friday
2.5
Pg. 28
Math boxes
Pg. 30
Meet with teacher
 Compacted Curriculum
Math Boxes
Math search
Unit 2 Activity
*Math Passes
*3 multiplication games from multiplication.com
*Unit 2 independent project

13. 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”

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 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
Assignment
Completed
Turned in/ Checked
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
I am hoping you can finish this by Friday December 3rd??

15. Alternative Working Conditions
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 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?

17. Meeting with small groups of students

18. 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

19. 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.
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 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.

21. 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

22. Meeting at back table with the teacher First 10 Minutes
Meeting at back table with the teacher
First 10 Minutes
Working at their seats on the practice work.
Working on Learning Centers
High
Average
Struggling
Meet 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 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.
Second 10 Minutes
Meet 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.
Last 10 Minutes
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.
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.

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. Research Problem solving Hands-on Creation Presentation
Template of Independent Project
Theme_______________________
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

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 $ 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

27. Meet with Grade Level Teams
Plan
Check out websites
Pieces of Learning
Prufrock
Free spirit
Scholastic
Create or sketch out
Math pass Or
Independent Project
One week menu
Brian Storm
What will you use for pre-assessments?
What will your learning centers consist of?

28. Questions and Answers??