Differentiated Instruction in
Mathematics
Miranda Sigmon
EDU610 – Final Project
What is Differentiated Instruction?
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Teaching to each student's individual needs
and academic level or starting point
Using assessments to plan instruction
Having many small leveled lessons within
each lesson
Teaching based on readiness and interest
DI in Math Class
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Daily math schedule
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10:00 – 10:10 Review of concepts
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10:10 – 10:15 Brief introduction of current
day's concepts and goals for students
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10:15 – 11:00 Group Instruction (During
this time, the teacher rotates to each small
group and teaches the lesson for the day in
a way that is modified for those particular
students while other groups complete
individual assignments.)
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11:00 – 11:15 Whole class review of that
day and reminder of homework assignment
DI in Math Class continued...
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Classroom Setup: Our desks are arranged in small
groups. Each group consist of students who have
been grouped together based on their starting point
for the current unit. Groups change for each unit
based on pretest scores.
Group Learning: During classwork assignments
when the teacher is working with another group,
students are encouraged to asked other group
members for help. They work as a learning team in
becoming independent learners. (Being an independent
learner is one of many goals in using differentiated instruction. An independent
learner will work on their own for the most part. These learners know how to
utilize their resources when they are struggling, such as asking group members,
using the computer, looking back in math book or at class notes, etc.)
Short Term Goals
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The students will learn the goals for the
current unit.
Each student will be able to proceed within
the unit at their own pace.
Long Term Goals
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The students will become independent
learners.
The students will develop a yearning to
learn more and be challenged.
The students will become used to learning
in a variety of ways including whole group,
individual, and group instruction.
How Students Progress
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Within each lesson of a unit, there are leveled ways of
teaching the concepts. Certain groups may use
manipulatives to learn at the concrete level whereas others
may start with a list of steps. Groups with a better
understanding move on to challenging activities, games
using the concepts or interactive Internet activities that
require them to apply their new knowledge.
At the start of a new unit, students complete a pretest to
show their understanding of upcoming concepts. This
helps the teacher determine which group to place them in
for the next unit. Having flexible groups allows students to
be taught based on their strengths and weaknesses. If a
student is strong in division and placed in the “higher”
group, they may be moved to a “lower” group if their
understanding in geometry is not as strong.
TOPIC 9 overview (Geometry)
9-1 Geometry: Points, Lines, and Planes (NCSCOS 6.01a, 6.02, 6.03a, 6.03c, 6.05)
EQ: What are some important geometric names for lines?
-introduce vocabulary and draw pictures to illustrate each word
-discuss chart and pictures on pages 196-197
-together work #1-7 on page 196
-classwork page 196 #8-17
-homework: workbook page
-quiz (reteach copy 9-1) and vocabulary quiz
-extra intervention activity(if needed) using street map w/ activity on TE p.197B
-advanced groups – enrichment master 9-1
9-2 Geometry: Line Segments, Rays, and Angles (NCSCOS 6.01a, 6.02, 6.03a, 6.03c, 6.05)
EQ: What geometric terms describe types of angles?
-introduce vocabulary and draw pictures to illustrate each word
-small group interaction activity using dot paper on TE p.198B
-discuss chart and illustrations on pages 198-199
-together work problems #1-7 on page 198
-classwork p.198 #8-16
-homework: workbook page
-quiz (reteach copy 9-2) and vocabulary quiz
-advanced group: enrichment activity 9-2
-intervention (if needed) – use eTools Geometry Drawing
9-3 Geometry: Measuring Angles (NCSCOS 2.01a, 2.01d, 6.01, 6.02, 6.05)
EQ: How can you draw an angle?
-vocabulary terms and illustrations
-visual animations
-together work through reteach copy 9-3
-classwork p.200 #1-22
-homework: workbook page
-quiz (enrichment copy 9-3 #9 as extra credit)
-extra intervention center activity 9-3 (described on TE p.201B)
-demonstration for using a protractor
http://www.mathopenref.com/constmeasureangle.html
-advanced group – measuring angles game
http://www.mathplayground.com/measuringangles.html
-intervention – make flash cards for each quadrilateral and play various matching games
9-4 Geometry: Polygons (NCSCOS 6.01a, 6.02, 6.03a, 6.03c, 6.05)
EQ: How do you identify polygons?
-vocabulary terms and illustrations
-work with geoboards to create each shape from the vocabulary list
-together using the geoboards, complete #1-4 on p.202, discuss #5,6; classwork on p.202 #7-19
-homework: workbook page
-quiz (reteach copy 9-4) and vocabulary quiz
-extra intervention if needed - play the game on TE p.203B
-advanced groups – magic eraser tool on Promethean Board, guess the polygon
9-5 Geometry: Triangles (NCSCOS 6.01a, 6.02, 6.03a, 6.03c, 6.05)
EQ: How can you classify triangle?
-vocabulary terms and illustrations
-practice making the different types of triangle on the geoboards
-visual animations
-together #1-7 on p.204, discuss #20,21
-classwork p.204 #8-19
-homework: workbook page
-quiz (reteach copy 9-5) and vocabulary quiz
-advanced groups – enrichment master 9-5
-intervention if needed – making triangles with straws activity on TE p.205B
9-6 Geometry: Quadrilaterals (NCSCOS 6.01a, 6.02, 6.03a, 6.03c, 6.05)
EQ: How can you classify quadrilaterals?
-vocabulary terms and illustrations
-practice making the quadrilaterals using dot paper, find an example of each within our classroom
-small group interaction activity using a venn diagram on TE p.206B
-together #1-7 on p.206
-classwork p.206 #8-16
-homework: workbook page
-quiz (reteach copy 9-6) and vocabulary quiz
-advanced group – enrichment master 9-6
-intervention – make flash cards for each quadrilateral and play various matching games
Topic 9 Review
-angle review http://www.mathplayground.com/alienangles.html
-sample test questions #1-12 on pages 210-211, reteaching pages if needed
Monitoring Student Progress
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Student progress is monitored throughout each lesson using
informal and formal assessments. These assessments
include computer assessments, unit test, classwork
assignments, oral questioning, quizzes, etc.
At the start of the lesson, students are shown the outline for
graded assignments in the unit. Students meet with the
teacher at the end of each lesson to view grades for the unit
up to that point.
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An example of the student version grade book for
geometry is on the following slide.
TOPIC 9
Lines, Angles, and Shapes
STUDENT NAME: ______________________________________________________
Lesson
Grade
9-1 Geometry: Points, Lines, and Planes
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9-1 Geometry: Vocabulary Quiz
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9-2 Geometry: Line Segments, Rays, and Angles
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9-2 Geometry: Vocabulary Quiz
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9-3 Geometry: Measuring Angles
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9-4 Geometry: Polygons
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9-4 Geometry: Vocabulary Quiz
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9-5 Geometry: Triangles
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9-5 Geometry: Vocabulary Quiz
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9-6 Geometry: Quadrilaterals
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9-6 Geometry: Vocabulary Quiz
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Problem of the Day week 1
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Problem of the Day week 2
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Topic Test
__________
Next Steps of Action
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PARENT INVOLVEMENT
Talk with your child at home about what they are learning in
school. Having them orally example new concepts to you
ensures that they have a good understanding of the materials.
Have your child complete their homework on their own then
offer to look back over the problems with them and give help if
needed.
Discuss what resources are available at home to help in being
an independent learner such as the Internet or older siblings.
Make sure your child is being responsible by checking to see
they have completed homework each night and showing you
their grades in the Wednesday folder each week.
Resources
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Tomlinson, C.A.T. (2004). How to Differentiate instruction in mixed-ability
classrooms. Danvers, MA: Association for Supervision &
Curriculum Development.
Chapman, C.C., & King, R.K. (2006). Differentiated assessment
strategies. Thousand Oaks, CA: Corwin Press.