# Differentiated Instruction

## Another Great Multiplication Packet

Check this out! Great stuff for multiplication! It aligns with my upcoming book Math Running Records!

Don’t miss the Online Math Running Records Conference for Multiplication and Division (August 8). Register today!

Remember Fluency Doesn’t Just Happen! You PLAN for it!

Happy Mathing,

Dr. Nicki

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## Another Great 4th grade fraction resource

Here is a great 4th grade fraction resource. Copy and paste to view.

Happy Mathing,

Dr. Nicki

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## Math Toolkits Part 2: Primary Toolkits

Primary Math Toolkits should be built over the year adding tools as they are introduced. In the beginning of the year, start with the tools that were introduced in the prior grade. Here are some suggestions for toolkits:

1 container (Ziploc bag, box, big toolbox for a table of students)

1 double dice

2 different colored regular spotted dice

2-4 numeral dice

20 unifix cubes and/or bears

10 clear/colored bingo chips

1 rekenrek

1 ruler

1 small set of dominos

12 1- inch tiles (especially 2^{nd} grade)

**Templates:**

*see http://gigglenookmathstore.com/ for dice

Happy Mathing,

Dr. Nicki

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## Here is another great site for math fact fluency!

It is free! It is printable! It is also informative! Check it out!

Remember that automaticity is only one element of fact fluency! Don’t forget about flexibility and efficiency.

Happy Mathing!

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## Math Workstations: Component 2 (Differentiation)

First of all, Math Workstations are **data-driven**. Second, they are **differentiated**. After-all, you have to do something with that data. It is one thing to collect data, it is another to analyze, interpret and then provide learning experiences based on the data. What do you currently do with your data? Put it in a binder and on the shelf? How do you USE it? Key word here, **USE… **

Data should directly inform what children are doing in math workstations. Everybody shouldn’t be doing the same thing in a math workstation…otherwise it is just like doing whole group instruction (everybody at the same time doing the same thing) in small groups…with no attention to individual student needs.

Math workstations are about children engaging in **purposeful practice in their zone of proximal development. **

Math workstations **are not busy work.**

Math workstations are **engaging but more. **

Math workstations are** directly connected to where the student is on his/her learning journey.**

So, that means that in the Fluency Center…students are working on activities that help them achieve mastery where they are and help them to move onto the next level. Some students might be working on make ten facts, others might be working on doubles and still others might be working on adding 7’s,8’s and 9’s. In the Word Problem Center, some students might be working on *Take From Change Unknown* problems and others might be working on* Part Part Whole Part* *Missing *Problems. In the place value center, some students might be building numbers with base ten blocks, others might be drawing out representations and others might be working on expanded form with styrofoam cups (at an abstract level).

Now, just ease your way into it! Don’t try to differentiate everything at once or you’ll get overwhelmed and not do any of it. Start slow, start with a plan…just start!

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 1

Math workstations first and foremost are data-driven. Data is collected at many different times throughout the year and in many different forms.

**Data Collection Opportunities and Formats:**

**Beginning of the year Benchmark Data (**Beginning of the year data that assesses what children have learned in prior years AND retained).

This is especially important in terms of determining fluency and word problem levels, as well as general knowledge.

**Mid-year Benchmark Data** (Assesses mid-year learning)

**End of the year Benchmark Data** (Assess what has been learned during the year)

**Pre-Assessment of Upcoming Chapter** (Especially important to determine the skills in that particular domain from prior grades…it gives you a starting point and a marker for what you are going to build upon. Also in the pre-assessment you want to check what will be taught in the chapter to see if some students already know it so you can better differentiate the instruction).

**Guided Math Notes** (What is happening in the guided math group? What have you noticed? What are the areas of strength and the areas of challenge?)

**Conference Notes** (What are the students personal learning goals? What goals have you set together?)

**Chapter Quizzes** (In progress monitors)

**Entrance/Exit Slips** (These give great in the moment information)

**Math Thinking Notebook Work** (What kind of work is the student doing?)

**Math Workstation Artifacts** (Recording sheets at math workstations. What does the work show?)

**Chapter Assessment** (Did the student learn the math taught in the chapter? What is the student’s strengths and challenges?)

You should also have an articulated plan for assessing fluency and word problem levels periodically throughout the year.

Happy Mathing,

Dr. Nicki

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## Guided Math Videos: Part 3

Here is an excellent clip of a guided math lesson. Notice how the teacher scaffolds her way into the concept with the students. These students do a great deal of work in a small period of time. It is hands-on, interactive and engaging.

Also, notice how the teacher does individual coaching throughout the guided math lesson. This is an essential component of a guided math lesson. It allows for the individual scaffolding within the lesson.

Happy Mathing,

Dr. Nicki

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## Math Videos: Use them for mini-lessons during Math Workshop and more

Math videos are an excellent resource for teaching mathematical knowledge. Here is a good space to get started for grades 3-6!

Happy Mathing,

Dr. Nicki

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## Teaching Volume So Students Get It!

Here is a great video to teach volume. I love it because it is a song with pictures. We have to try and use a variety of ways to teach volume so that the students get it. Think of at least 5 different ways to approach it using the theory of Multiple Intelligences. Remember that volume is a 5^{th} grade critical area.

Happy Mathing,

Dr. Nicki

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## Volume: 5th Grade CCSS Critical Area

Here are some great resource to teach volume. I We have to try and use a variety of ways to teach volume so that the students get it. Think of at least 5 different ways to approach it using the theory of Multiple Intelligences. Remember that volume is a 5^{th} grade critical area.

Happy Mathing,

Dr. Nicki

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