By Marian Small
Praise for the 1st Edition!
''A needs to for any educator who's fascinated about achieving extra scholars extra frequently and attaining extra optimistic results.''
--Resources for the math Educator
''This is a invaluable ebook for arithmetic lecturers, instructor educators, and college thinking about differentiated instruction.''
''This e-book is a smart source, with sensible purposes to present guideline and assistance for growing sturdy math discourse along with your students.''
--Mathematics: educating within the heart School
''The word list is a brilliant source for math language, and the index of massive rules presents a picture of concentration issues. . .I hugely suggest this straight forward source for all arithmetic teachers.''
--Teaching young ones Mathematics
''User-friendly educating examples of questions and projects will allow academics to empower inexperienced persons on all degrees, and the initiatives are provided with real-world situations that scholars will relate to as exciting challenges.''
--Carolyn Chapman, artistic studying Connections, Inc., and Rita King, King studying Associates
Expanded to incorporate connections to universal center kingdom criteria, in addition to nationwide Council of lecturers of arithmetic (NCTM) criteria, this severely acclaimed e-book can help each instructor and trainer to fulfill the demanding situations of differentiating arithmetic guideline within the K-8 school room. during this bestseller, math schooling professional Marian Small explains robust and common suggestions that lecturers can use throughout all math content material: Open Questions and Parallel projects. exhibiting academics the right way to start and develop into professional with those concepts, Small additionally demonstrates extra inclusive studying conversations that advertise broader pupil participation and mathematical pondering required via CCSS. particular techniques and examples for every grade band are equipped round NCTM content material strands: quantity and Operations, Geometry, size, Algebra, and information research and chance.
Read Online or Download Good Questions: Great Ways to Differentiate Mathematics Instruction, Second Edition PDF
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Extra resources for Good Questions: Great Ways to Differentiate Mathematics Instruction, Second Edition
Usually they ﬁrst answer the question as though they had to be exact and then they do additional work in ﬁguring out which of their values to change and in which direction. OA Mathematical Practices: 1, 2 • If 5 people share a lottery winning of $3995, they each get almost $800. • The 3995 students from 5 high schools decided to share the cost of a concert. Each school paid almost $800. • 5 shares of a certain company were worth almost $3995. Notice that although students might think of the word share as connoting division, that is not necessarily the case.
5. What two numbers might you have divided? What word problem might you have been solving? OA Mathematical Practices: 1, 2, 4, 6, 7 With this open question, students can choose to use either whole numbers or decimals for the dividend and the divisor, and they can choose what sort of context to use for their word problems. This choice will make the question accessible to a broad range of students. 5. 2, 100 ÷ 40, and so on. 5 m long into 5 pieces. How long was each piece? • My grandma’s house is 25 miles away.
What is your number and how many times did you have to add it? OA Mathematical Practices: 1, 2, 5 Early forays into multiplication often involve repeated addition. In this particular situation, students are free to choose whichever number less than 10 they Open Questions for Pre-K–Grade 2 TEACHING TIP. Some students listen to a question and, although they do not follow the instructions to the letter, their answer indicates they have the understanding that was intended to be measured. In the question above, a student might add two numbers and end up with exactly 7.