the approach to differentiation in a story of ratios and a story of functions
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The Approach to Differentiation in A Story of Ratios and A Story of Functions. Session Objectives. Reflect on implementation successes and challenges and establish learning goals to guide subsequent sessions . - PowerPoint PPT PresentationTRANSCRIPT
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Ratios
The Approach to Differentiation
in A Story of Ratios
and A Story of Functions
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Session Objectives Reflect on implementation successes and challenges
and establish learning goals to guide subsequent sessions.
Identify strategies for accommodating student needs rather than modifying lessons, and recognize the difference between those approaches to differentiation.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Successes and Challenges Activity
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Establishing Learning Goals
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
The Common Core Approach to Differentiating Instruction
Read p. 14-15
Highlight words, phrases and sentences
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
What subgroups of learners are specifically identified?
How can we best support these learners?
How does the curriculum support these instructional strategies?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
What subgroups of learners are specifically identified?
English language learners
Student with disabilities
Students performing above grade level
Students performing below grade level
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
How can we best support these learners?
Using:
Multiple means of representation
Multiple means of action and expression
Multiple means of engagement
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
How does the curriculum support these instructional strategies?
This will be our focus as we investigate the
modules at each grade.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Accommodationsvs.
Modifications
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Jigsaw1: Scaffolds for English Learners
(pp. 16-17)
2: Scaffolds for Students with Disabilities (pp. 17-18)
3: Scaffolds for Students Performing Below Grade Level (p. 19)
4: Scaffolds for Students Performing Above Grade Level (p. 20)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
A re-wordingG6-M6
Example 1: What is a Statistical Question?
Jerome, a 6th
grader at Roosevelt Middle School, is a huge football fan. He loves to
collect baseball cards. He has cards of current players and players from past
seasons. With his teacher’s permission, Jerome brought his baseball card collection
to school. Each card has a picture of a current or past major league baseball player,
along with information about the player. When he placed his cards out for the other
students to see, they ask Jerome all sorts of questions. Some asked:
• How many cards does Jerome have altogether?
• What is the typical cost of a card in Jerome’s collection?
• Where did Jerome get the cards?
Which of these questions is a statistical question?
G6-M6
Example 1: What is a Statistical Question?
Jerome collects major league baseball cards.
His collection contains cards of both current players and past (retired) players.
Each card has a picture of a player as well as information about that player.
His classmates asked Jerome the following questions about his baseball cards:
• How many cards does Jerome have altogether?
• What is the typical cost of a card in Jerome’s collection?
• Where did Jerome get the cards?
Which of these questions is a statistical question?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Amplify Language(to increase accessibility)
• Give clear mathematical definitions
• Explain multiple meanings
• Include models and diagrams
• Maintain consistence with language
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Move from Concrete Representation to Abstract
• Use familiar contexts
• Visually organize thinking
• Provide multiple representations
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Give Guidelines for Speaking, Reading, Writing or Listening
• Provide structured opportunities to speak and write
(to enrich academic register)
• Give explicit instructions in student-friendly language
• Use visuals or examples in giving instructions
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
What is the difference between an Accommodation and a Modification?