By Linda Dacey
During this two-book sequence, academics will locate strong ideas for adapting mathematical classes and projects to handle the wide variety of talents, pursuits, and studying sorts of the scholars of their study rooms. every one ebook during this research-based sequence features a wealth of actions adapted to its specific K-2 or 3-5 grade span. The authors offer quite a few differentiated projects prepared for school room implementation, in addition to tips in dealing with differentiated classes and techniques for delivering and structuring selection with the school room. This sequence is a must-read for lecturers, directors, math coaches, particular schooling employees, and the other educator who needs to make sure that all young children are winning newcomers of arithmetic.
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Additional resources for Math For All: Differentiating Instruction, Grades 3-5
Thankfully, this is no longer the status quo in most of today’s elementary classrooms. As our expectations for teaching mathematics have changed, so have the ways in which we gather evidence of learning. In recent years, teachers have begun to examine their students’ mathematical thinking more closely. They observe students as they work individually or in groups, use manipulatives, and tackle more complex tasks. They keep anecdotal records of these observations. Daily work, in which students are often expected to write or draw to communicate and represent their mathematical ideas, is looked at intently and provides assessment data that inform instructional decisions.
She has each child turn over the top card and asks them to make a fraction with the numerator less than the denominator. The students announce that their fraction is five-sixths. The teacher further explains the game by saying, “Your job is to decide if five-sixths is closer to zero or to one. The person representing the whole number to which it is closer, gets the cards. ” The two students at the board confer and the teacher asks the other students to discuss this as well. She can tell by the looks on their faces that a couple of them are uncertain as to how to proceed, but she is pleased to hear several references to three-sixths among other students.
How do we support differentiated thinking about mathematics while still focusing on unified mathematical ideas? Let’s consider a vignette from a fourth-grade classroom. It is October and the students are working on fractions. With denominators of ten or less, the students can identify or represent fractions that are shown as congruent parts of a region, parts of a region with the same area, or as parts of a group. With common fractions such as halves, fourths, eighths, many of the students can identify and represent equivalent relationships, but the teacher feels they do so in a rote manner and would like them to have more experience applying the ideas.