Transcript Presentation

Differentiated Instruction
Mathematics
PRESENTED BY: LESLIE HUMPHREYS, M.ED
Daily Warm-up
“I have….. Who has?”
 Number of the Day
 5 Questions

Reduce Math Anxiety
 Teach
vocabulary
 Use Math Wonders to increase
interest and engagement in math
 Encourage multiple
solutions/answers
Teach Vocabulary

Define the term
 Use common language to
connect the term
 Encourage student’s language
when describing their process
or asking questions
Math Wonders
By: Alfred S. Posamentier
Number Patterns
The
Irrepressible Number 1
The Amazing Number 1,089
Number Patterns
# One
1x1 = 1
11x11 = 121
111x111 = 2,321
1,111x1,111 = 1,234,321
11,111x11,111 = 123,454,321
Number Patterns
One #2
1x8+1 = 9
12x8+2 = 98
123x8+3 = 987
1234x8+4 = 9,876
12345x8+5 = 98,765
The Irrepressible #1
Use a number between (12 – 29)
Follow these 2 rules.
1.If
the number is odd, then multiply by 3
and add 1.
2.If
the number is even, then divide by 2.
Show each step on a separate line.
The Amazing Number 1,089

1. Choose any 3 digit number where the units and
hundreds digits are not the same. [825]

2.
Reverse the digits of the number you selected.
[528]
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3. Subtract the two numbers (larger from the smaller).
[825-528=297]
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4. Once again, reverse the digits of this difference.
[792]
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5. Now add the last two numbers. [297+792= 1,089]
The Big Four
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Number Operations & Number Sense
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Data Analysis, Statistics, & Probability

Measurement & Geometry

Algebra, Functions, and Patterns
Eight Standards for Mathematical
Practice (CCSS)
1.
Make sense of problems and persevere in solving them
2.
Reason abstractly and quantitatively
3.
Construct viable arguments and critique the reasoning of
others
4.
Model with mathematics
5.
Use appropriate tools strategically
6.
Attend to precision
7.
Look for and make use of structure
8.
Look for and express regularity in repeated reasoning
Number Operations &
Number Sense
WAR
Supplies:
Deck of playing cards for every two students.
How to play:
Students each turn 1 card over, and race to mentally
compute the solution.
Differentiate:
Pairs use basic operations (add, subtract, multiply) up
to more complex calculations such as 2x + y =
War & The Common Core


“Mental Math War develops students’ capacity for
“mental math” and enhances their fluency with
numbers, expressions, and equations” (Silver,
Brunsting, Walsh, & Thomas, 2012, p. 28).
Standards:
 MP 5 Tools: selecting from available, appropriate
tools when solving a mathematical problem
 MP 6 Precision: calculating fluently and efficiently
Project Based Learning
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
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Allows for problem solving with real world
applications.
Utilizes co-operative learning.
Often interdisciplinary.
Allows for differentiation within the group, while
every group member is making a valuable
contribution to the solution.
“School Lunch Project”
Nutrition Project Based Lesson
 Availability
to food affects a populations
growth rate.
 This activity allows students to learn
basic nutritional facts, while creating a
project which allows them to utilize math,
science, and writing skills.
 In addition to the materials provided; you
will need copies of current flyers from
local grocery stores (I used Kroger and
Foodland).
Nutrition Project (Continued)

The challenge: Everyone has groused about school
lunches for years  It is your turn to plan one week of
lunches for GED Elementary School.
 You have been given $500.00 to spend for the week.
You will need to plan to feed 30 students per day. (You
will not need to purchase paper products.)
 Use the nutrition pyramid to ensure you meet healthy
meal requirements, and the grocery store flyers to
determine the cost of your lunches. (You must use
items listed in the flyers for your menus)
Nutrition Project (Continued)
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You may not serve soda, Gatorade or other sugary
drinks.
You may serve a treat (ice cream, cookie) once during
the week.
You must calculate the servings you will get from each
item on your shopping list to ensure you have enough
to feed your students.
At the end of the week, we will vote for the most
popular menu as well as, the most economical and
nutritious menus.
School Lunch & The
Common Core

Explaining solutions builds students’
reflecting, reasoning, and sense-making
habits as they explain and communicate
the problem-solving process.
 MP1
Make sense of problems and persevere
in solving them.
 MP4 Model with mathematics.
 MP6 Attend to precision.
Data Analysis, Statistics, &
Probability
M & M Math

Can be done individually or in
pairs.
 Differentiate by pairing
stronger/weaker students.
 Remember! No sampling until
data is recorded.
M & M Math and The
Common Core
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
Using manipulatives to represent data allows students
to make a deeper connection.
Creating representations of data and mathematical
questions regarding data sets, demonstrates student
understanding.

MP1 Make sense of problems and persevere in solving them

MP4 Model with mathematics

MP6 Attend to precision
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MP7 Look for and make use of structure
Measurement & Geometry
Geometry Yard
Differentiated measurement activity that reviews measurement
fundamentals while reviewing geometric principles.
Formula Bingo
Students often do not have difficulty using a formula, but recognizing a
problem that requires a formula to solve it. (This activity can be
differentiated by allowing use of formula sheets for beginners,
matching name of formula to the equation, and finally word problems
requiring one of the formulas on the card to solve.)
Measurement/Geometry & The
Common Core
Understanding measurements represent units allows students greater
flexibility in problem solving.
Recognizing the need to solve via a given formula, leads to a quicker
solution to the problem.

MP.1 Make sense of problems and persevere in solving them.

MP.4 Model with mathematics.

MP.6 Attend to precision.
Algebra, Functions & Patterns
Parachute Jump Activity
Reinforces coordinates on a plane, Pythagorean theorem,
and calculating distance.
Battleship
Great for introducing the coordinate plane.
Reinforces the characteristics of each quadrant.
Algebra, Functions & The
Common Core

Students who have the ability to concretely solve problems
involving theorems gain a deeper understanding of the concept.
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Modeling of this process aids developing students during small
group work.

MP.2 Reason abstractly and quantitatively.
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MP.5 Use appropriate tools strategically.

MP.6 Attend to precision.

MP.7 Look for and make use of structure.
References
Works Cited
Martin, H. (2006). Differentiated Instruction for Mathematics. Walch Publishing.
Posamentier, A. (2003). Math Wonders. Alexandria, VA: Association for Supervision
and Curriculum Development .
Silver, Brunsting, Walsh, & Thomas. (2012). Math Tools. Thousand Oaks, CA:
Corwin.