By Linda Dacey
During this two-book sequence, lecturers will locate robust concepts for adapting mathematical classes and projects to deal with the big variety of talents, pursuits, and studying varieties of the scholars of their school rooms. every one ebook during this research-based sequence incorporates a wealth of actions adapted to its specific K-2 or 3-5 grade span. The authors offer a variety of differentiated initiatives prepared for lecture room implementation, in addition to counsel in dealing with differentiated classes and methods for offering and structuring selection with the study room. This sequence is a must-read for lecturers, directors, math coaches, certain schooling employees, and the other educator who needs to make sure that all youngsters are profitable inexperienced persons of arithmetic.
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Extra info for Math For All: Differentiating Instruction, Grades 3-5
Corey and Tim decide to experiment with the string. They cut a string twenty-one inches long to represent the perimeter. As the teacher watches them work she can see that they are forming rectangles with the string and then measuring the sides with a ruler. At first, they are not sure what to do when their side lengths do not measure a whole number of inches. ” But in doing so, they change the length of the string. The corners or angles of the rectangle are slightly rounded, again making it difficult to measure accurately.
More focused assessment tasks may be given at both the beginning and the end of units. qxd 6/25/07 12:59 PM Page 48 of the year and across curriculum strands. Interviews may be conducted with individual students. Together, these assessment techniques allow teachers to get to know their students as individual mathematical thinkers and thus teachers can more effectively match instructional practices to their students’ various needs. As described by this teacher in the following reflection about the analysis of student work, these assessment practices require more time.
It encourages multiple perspectives. An interesting task stimulates a variety of strategies, representations, and mathematical ideas and thus encourages students to engage in mathematical discourse in which they explain and justify their thinking. When students shared the different ways they drew a fraction, other students were able to extend their visual representations of fractions as well. Note that these characteristics of a worthwhile task serve two purposes. They provide attributes of a task that build broader and deeper mathematical ideas and that support differentiated instruction.