Learning Objectives:
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It is important part of differentiated instruction to keep the focus of the lesson. These objectives will be displayed in the classroom, so even while doing different activities, students and I will know the desired outcomes.
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Overview: Teacher Reads aloud A remainder of One, and students model the actions described in the book and make predictions about remainders. At the end of this lesson, students will add the term remainder to their vocabulary books.
Differentiated Content
English Language Learners:
Whole Brain Teaching Vocabulary
Teacher will say mirror words. Students will mirror the teacher's words and gestures. For example, teacher will say “division is like sharing.” As she says division, the teacher will place her left arm in front of her body in a horizontal direction and use her right arm to make a dot above and below her horizontal arm. Then, she will pretend to pass out something using her right arm. After the teacher repeats this a few times, she will have the students use the Think-Pair-Share strategy. They will turn to their partners and teach their partner about the division while using the gesture. Next, the teacher will follow the same procedure and teach the vocabulary word for remainder. “A remainder is when you something is left over. It’s like when you have extra of something.”
Listen and sketch a GLAD activity.
Teacher will read story about “A remainder of One.” She will stop frequently, every 2 to 3 sentences, and have the students draw what they heard. For ELL, she will show pictures for those who need the additional help. They can copy the picture of what was just read.
Teacher will read aloud the story again, but will stop at certain spot to model division. Teacher will pause when the bug divides into 2 lines. Teacher will model 3 different ways, with two ways being incorrect (they will be divided into 3 and 4 lines). Teacher will call on a student and ask them to point and the correct model. I would continue with this process for the following problems: 25/3, 25/4, and 25/5.
Special Needs Students:
Teacher will pass out 25 colored tiles Then read the story again and the students will use tiles to model division. Teacher will pause at the section when the bug divides into 2 lines. Teacher will ask students to model their thinking. Teacher will asked student to model the situation with their tiles. Next, the teacher will utilize Think-Pair-Share strategy and will call on 1 or 2 students to share their thinking with the group. I would continue with this process for the following problems: 25/3, 25/4, and 25/5.
Advanced/Gifted Students:
I would compact the lesson for them to accelerate the pace, so they could move onto research to dig deeper with the content. After I taught them the basic vocabulary and provide them with 1 or 2 examples, I would have them work independently to explore how people use division in the real world on their Chromebooks.
Students would then create a project on remainders that would be shared with the entire class: They could write a story about remainders, create a board game or any type of game that includes reaminders, create a play/skit, or create a how to video that could be shown to my struggling students.
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Since it is important to take into account the student's readiness, interest, learning profiles, I create the following activities to help support each different learner in my classroom.
Teacher will utilize Yes/No nod to questions regarding division models for English Language Learners. She will also use the Point to strategy. Teacher will ask students to point to correct division model when given 3 to choose from.
For my particular class, my special need student is identified on their IEPs for dyslexia. He is very interested in art and prefers learning orally. He struggles in reading and is currently reading a first grade level independently; however, if read to, his comprehension levels is at grade level. His lesson activities/process will mirror that of the English Language Learners because of his preferred method of oral activities, but I will change his product output will differ since he can produce a higher level then yes/no answers.
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Delivery:
Whole Group & Peer Pairs: Teacher will chunk vocabulary using whole brain teaching strategies. Teacher has paired the students in heterogeneous groups so the struggling students can hear their partners ideas before having to share. It gives them another chance to hear the concept.
Small Group: Students will meet in homogeneous groups, so they teacher can target the instruction based on ability. Groups would be picked based on the multiplication post assessment and the teacher’s observations during the above whole group instruction.
Independent Work: Students will work on their math book but at varying levels. They will do "Do any 5 problems". The workbook pages will be divided into sections from 1 - 4 and build with complexity.
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I will have a mixture of heterogeneous groups during think-pair-share, so that students are exposed to several ideas and the struggling students can hear ideas from their peers. Sometimes students may not understand the concept when I teach it, but they can understand when a peer teaches them, so it is crucial to give the students an opportunity to teach each other. Along with heterogeneous groups, I will incorporate homogeneous grouping during my small group lesson, so that I can target the skills based on their levels. When students are paired in homogeneous groups, it provides them a chance to feel confident and not worry about not answering quickly enough. They are given an opportunity to work with a group that is at their level.
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Assessment: The textbook pages will be used as a formative assessment. The students will solve problems at different levels. The easier problems will be at the beginning of the worksheet and more complex problems will be towards the end of the worksheet. The worksheet will be divided into 4 sections. Here are the questions at each section:
Section 1: Complete the table
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15
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6
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27
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12
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18
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21
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24
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33
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3
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÷
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8
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16
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32
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24
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36
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44
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40
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12
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4
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20
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5
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10
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25
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50
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30
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15
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35
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5
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|
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12
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6
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18
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24
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42
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30
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60
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54
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6
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|
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|
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÷
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7
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14
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28
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21
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70
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77
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35
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42
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7
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|
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|
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÷
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8
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16
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24
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40
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48
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56
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64
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72
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8
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|
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÷
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81
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72
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45
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27
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18
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9
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36
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54
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9
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Section 2:
Section 3:
Section 4:
Struggling students will be given the option to do any 5 problems from section 1 and earn a C. At grade level students can solve 5 problems from section 2 and 3 to earn a B. Advanced students can solve 5 questions from section 3 and 4 to earn a A. Students could complete more problems to ensure they reach the grade the want based on their own goals.
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The goal of assessment is to ensure students have reached the standards and objectives. Each student is different. If we differentiate our instruction, we must also differentiate our assessments. The assessments chosen for the lesson vary in complexity so that students who are struggling can work on easier problems, but show their understanding of the concept in a manageable way, while still challenging the advanced students to showcase what they know.
For my English Learners I would have a picture to go along side of the graphic organizer. This picture would help support their understanding. For instance, next to the 10 I would have a picture of 10 flowers, and 4 flowers for the next equation and so forth. Next to the 2 I would have two vases. This would help support their learning in order to be successful. For my struggling students or students who are more “fearful” of math. I would have the answers to every other problem on the back of the worksheet, so they can check their accuracy.
For my dyslexic student, I would allow him to have the text read to him by a peer or through his online resource.
By doing all of these things, I have planned for all of my learners, so they can all be successful.
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