differentiating math

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Differentiating Math Using Assessments and Extension Menus to compact, accelerate, and differentiate math instruction.

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Differentiating Math. Using Assessments and Extension Menus to compact, accelerate, and differentiate math instruction. . What is today’s objective?. To share with you a strategy for differentiating instruction in Math using pre-assessments and extension menus We will be showing you: - PowerPoint PPT Presentation

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Page 1: Differentiating Math

Differentiating Math

Using Assessments and Extension Menus

to compact, accelerate, and differentiate math instruction.

Page 2: Differentiating Math

What is today’s objective?To share with you a strategy for differentiating

instruction in Math using pre-assessments and extension menus

We will be showing you:Hardest 5 quizzesMath Extension MenusIdeas for Classroom Management and Environment

Page 3: Differentiating Math

What is the Hardest 5 quiz? Pre-assessment tool used to check a student’s

mastery of a Math concept 5 most challenging questions from the lesson 5-minute quiz time (more time-consuming

concepts such as long division or multiplication with greater numbers may require another 1 or 2 minutes)

To test-out, students must earn 100% Two forms: one Hardest 5 quiz given daily or a set

of Hardest 5 quizzes on the next week’s lessons Can be made to be projected on a screen or as a

paper quiz to be distributed Students permitted to study ahead of time

Page 4: Differentiating Math

How do I use the Hardest 5 Quiz?

The Hardest 5 quiz is used to assess prior knowledge of students.

Students who show mastery on a math concept can “test out” for the day and work on math extension activities.

If a whole class passes the hardest 5, this data can be used to compact or accelerate a lesson (by simply doing a quick review, for example.)

Page 5: Differentiating Math

When do I give the Hardest 5 ?

• Weekly:• On FRIDAY

– Give the Hardest 5 Quiz that covers the lessons you will be teaching the following week.

• Daily:• Before the lesson:

– Give the Hardest 5 Quiz that covers the lesson you will be teaching that day.

• After the Lesson:– Give the Hardest 5 Quiz

that covers the lesson you will be teaching the following day.

Page 6: Differentiating Math

What does a daily lesson look like?

• Lesson– Teach math lesson to class– All students must listen and take notes

• Structured Practice/Guided Practice– Students who have tested out will at this time be excused

to work on their Scholar Menu– Students that have not tested out will continue with the

practice phase of direct instruction.• Expect classroom transition here!

Page 7: Differentiating Math

• Independent Practice

– Students that struggled with the guided practice will meet with the teacher in small groups for additional support with the lesson.

– Students who understood the lesson will move on to independent practice.

– If students finish independent practice quickly they can move on to Challenge problems that have been assigned.

– Hardest 5 students will continue to work on their Scholar Menu in their small groups.

Page 8: Differentiating Math

What are Extension Activities?The purpose of Extension Activities is to provide students who have

shown mastery on a math concept with opportunities to:

Extend Their Learning

Apply Mathematical Knowledge Beyond Procedures

To Connect Mathematical Knowledge to the Real World.

Extension Activities are presented on Extension Menus, which provide an activity for every lesson in a Unit, as well as optional activities for student choice.

Page 9: Differentiating Math

How do I make Extension Menus?

Look for challenge questions / pages in your text book.

Supplemental Challenge activities with your math program.

Differentiating Instruction with Menus - Math by Laurie E. Westphal

Find real world applications for the math concept.

Page 10: Differentiating Math

What are some sample activities?

21.2 Multiply Fractions and Whole Numbers Think Like a Top Chef!

Find or create a recipe that contains at least 3 fractions, no mixed numbers.

Create 3 recipe cards:

First, triple the recipe (multiply every ingredient by 3). Remember, this will triple the amount of people that the recipe will serve.

Second, rewrite the recipe for a party by multiplying everything by 8.

Third, rewrite the recipe for a banquet by multiplying everything by 24.

Page 11: Differentiating Math

What are some sample activities?Lines and Angles Map It!

Create a road map for a fictional city. Your map should include examples of each of the following geometric concepts:

o Point o Lineo Ray o Line segmento Plane o Right angleo Acute angle o Obtuse angleo Parallel line o Intersecting lineo Perpendicular line

Create a legend to explain where each geometric concept can be found on your map.

Your town should be named, colored, locations should be clearly labeled, and your map should include color where appropriate.

Page 12: Differentiating Math

How do I assess Extension Activities? Rubrics can be created to assess for:

Mathematical Understanding Does the assignment show correct understanding of the

math concept? Content

Does the assignment follow all directions completely and include all necessary information?

Creativity and Effort Is the assignment neat, attractive, creative, and show effort

and scholarly pride?

Page 13: Differentiating Math

Classroom Environment

How can I organize my classroom to make Hardest 5

run smoothly?

Page 14: Differentiating Math

Where do I keep a list of Math Groups?

Math Groups labeled and listed on a classroom Math board (e.g. Team 1/ Team 2 with students numbers listed under the appropriate title)

Location suggestions: whiteboard, sheet protector with a white paper, pocket chart

Other option: Math groups do not have to be displayed; lists can written down and kept by the teacher only

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Where do I put Math Extension Menus?

Pocket files on the Math board or standing file folder that the students have access to

Menu activity resources should be in the same location

Other option: Distribute the Menu to all the students at the beginning of the week; students keep it in a Math folder until the end of the Unit

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Where do the students who tested out work while I am

teaching the lesson? Work areas should be designated in the

classroom Suggestions: classroom library, small group

table, computer table Move students in the classroom so table groups

can be made into Extension Group work areas Students understand they are to be working

quietly during your instruction

Page 22: Differentiating Math

Troubleshooting! How can I ensure that Differentiation is a Success?

• Model expectations for Hardest 5 group• Preview Scholar Menu at beginning of unit or on

Monday when test out students are posted• Transitions - provide time (when test out students are

excused and students move to empty seats)• High standards for Extension Menu

– Set expectations at the beginning– Create a rubric for scholarly work

Page 23: Differentiating Math

Presented by:

Bobbi Jo Benedict [email protected]

Kristine Larson [email protected]

Cathy Roh [email protected]

Allen Elementary Garden Grove Unified School District