Differentiation/Feedback in Primary Math Marian Small February 2015 Primary strategies for DI • Open questions • Parallel tasks Basic Principles of DI - Focus on big ideas - Choice 3 A Big idea - Rather than thinking about what we teach in terms of topics, we can always have big ideas in the background. - They connect ideas across and within grades. 4 A Big idea - These big ideas provide the framework in which to differentiate. - They also help students and teachers build important connections. 5 Samples for Div I • Represent 7 as many ways as you can. 6 Maybe Seven IIII II 7 5+2 1¢ 5¢ 1¢ 7 Sample 8 Samples • Draw a design made up of 3 smaller shapes. It should show symmetry. 9 Maybe 10 Samples • How many baby steps are there in a giant step? 11 Samples • Choose a number between 10 and 100 that you think is special. • Then choose one that you think is NOT special. • What are your two numbers? • Why is the first one more special? 12 Samples • Which number doesn’t belong? 37 46 802 26 13 Sample • You add two numbers. • The answer is twice as much as if you subtract them. • What might the numbers be? Sample • One activity took twice as long as another. • Both happened between 10:00 and 11:00. • When might each have started and ended? Sample • You have twice as many nickels as quarters. • You have three times as many dimes as nickels. • How much money might you have? Sample • How would you arrange 8 dots to make it easy to tell it is 8? Sample • What numbers take only exactly two words to read them? Sample • The tenth number in a pattern is 31. What could the pattern be? Parallel tasks • You offer two tasks that are similar in the concept they deal with but where one has details that are easier for a kid to deal with than another. • For example Maybe • Choice 1:Make a pattern with more squares than triangles. • Choice 2: Make a pattern so that by the time you would have seen 8 triangles in it, you would have seen 2 squares. Common questions • • • • • What shapes have to be in your pattern? What shapes could be in your pattern? How long was your pattern core? Why did you make it that long? Could your pattern have been different? How? Another possibility • Choice 1:There were 17 frogs on a log. 8 frogs jumped off the log. How many are still on the log? • Choice 2: There were 20 frogs on a log. 5 frogs jumped off the log. How many are still on the log? Common questions • Is the number for your answer less than what you started with or greater? Why? • Is it more than the number that jumped off? Why or why not? • What operation did you use to solve the problem? Why that one? • What’s another problem you could create with the same answer? Another example • Choice 1: Find objects in the room between 5 purple rods and 8 purple rods long. • Choice 2: Find objects in the room between 20 cm and 32 cm long. Common questions • • • • • Would your ruler have worked? How do you know? Would a shoe have worked? How do you know? What’s an object that would not work? Was it too long or too short? • What are three objects that did work? • How did you make sure? Your questions? Download at www.onetwoinfinity.ca Mutchmoram

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