Differentiating instruction for math and science.

1. DIFFERENTIATING
INSTRUCTION
Allison Baker,
Ashlynne Charlton
10/26/2015
MTE 533
Katherine Gibson

2. 4 TRENDS IN DIFFERENTIATING
INSTRUCTION FOR MATH AND
SCIENCE
Scaffolding
Allow time variations
 More or less time.
Allow the children to control the level of difficulty
Allow students to show their understanding in
different ways
 Pictures, native language

3. CAN THESE TECHNIQUES BE USED IN
MATH, SCIENCE, OR BOTH?
 Scaffolding
 Can be used by both math and science
 Time variations
 Can be used by both math and science
 Allow the children to control the level of difficulty
 Can be used by both math and science
 Allow students to show their understanding in different ways
 Can be used by both math and science

4. INSTRUCTIONAL ISSUES WITH USING
THE IDENTIFIED TRENDS FOR DIVERSE
LEARNERS
 Allowing students time variations could have an impact on the class.
Some learners may move at a faster pace and jump ahead of the class,
or some could move a little slower and fall behind.
 This could lead to disruptions from the students moving too quickly.
The slower students may struggle to catch up and act out in frustration.
 When students are allowed to show their understanding in different
ways, grading could become an issue. A rubric may be a better choice to
use. This way a general description of what a teacher is looking for can
be used and will allow for a variety of options for the students.

5. INSTRUCTIONAL ISSUES
CONTINUED
 Allowing the students to control the difficulty of the lessons and/or
assignments would require more planning on the teacher’s part. These
assignments may require more time to plan and grade.
 Students may also try to keep up with the advanced students and attempt
versions of the assignments that may be too difficult. This could lead to
frustration.
 Students could choose the easier options and not be pushing themselves
towards a better education. This may require some teacher intervention on
occasion in order to keep the students pushing to do their best.

6. STRATEGIES ASSISTING
STUDENTS IN USING PRIOR
KNOWLEDGE Image Brainstorm
 Project an image on the LCD projector or smartboard and ask students to tell you everything they
can about the picture. Choose images that make sense to them and also allow you to connect to the
new content and/or concepts students will be learning.
 Picture Books
 If there's a concept or skill you are about to introduce, find a children's book that's related in some
way and that your students may be familiar with. Read it aloud and watch the bells go off.
 ABC Brainstorming
 On one sheet of paper students make a box for every letter of the alphabet and then (they can do it
in pairs) brainstorm a word or phrase that starts with each letter. For example, if kids are about to
study the anatomy and lifecycle of a plant, they may write things like: Stem for S, Leaf for L, etc.
 Class Brainstorm Web
 Free-for-all. After writing a word or phrase in a circle (whiteboard, poster paper) have students write
as many words connected to it that they can think of around it. For example, you might write
"photosynthesis" in the center and kids write things like, plants, green, sun, water, and light. Good
to use a timer to ensure the activity does not take up the entire class time. Keep the web visible
throughout upcoming lessons and refer to it as you explore photosynthesis in-depth, even asking
them to add words and facts to it.

7. LESSON PLAN OUTLINE
VITAL INFORMATION
• Subject: Math
• Topic or Unit of Study: Multiplying 2 digit numbers by 2 digit numbers
• Grade/Level: Grade 4
• Objective:
• Students will tap into prior knowledge of multiplying 1 digit numbers by 2 digit
numbers to complete the current lesson.
• Students will know how to multiply 2 digit numbers with other 2 digit numbers.
• Students will know the formula to multiply double digit numbers together.
• Summary:
• Students will learn the formula to multiply double digit numbers on paper. After
examples provided by the teacher, they will come to the board and began
completing examples. After 15 minutes of practice, the class will be split into two
groups and a competition will begin. After the competition there will be a bingo
game played using multiplication of double digit numbers.

8. LESSON PLAN OUTLINE
IMPLEMENTATION
• Learning Context:
• Students are required to know how to add,
subtract, multiply and divide multiple digit
numbers with each other by the end of fourth
grade.
• After the overall section, the students will be able
to multiply, divide, add and subtract the kinds of
numbers on their own.

9. LESSON PLAN OUTLINE
IMPLEMENTATION
• Task Analysis/Procedure:
• Objectives/Goals: Students will learn the formulas for multiplying double digit numbers.
• Preparation:
• Text Books, sharpened pencils, clean notebook paper, whiteboard (teacher), dry erase markers (teacher).
• Lesson:
• While standing at the whiteboard, I will have several simple problems that I will go through and explain step by
step to students on how to multiply. I will tap into prior knowledge of multiplying double digit numbers with one
digit numbers to show how each number is multiplied.
• Review/Questions:
• Students will be asked as a class what each single number multiplied by another number is, in order to keep
the involved in the class. Students will, after enough practice, be asked to come to the board to answer
multiplication problems. Their peers will be allowed to help them. Then, there will be a class competition with
the class in two groups competing to solve the same multiplication problems. A bingo game will follow to
encourage the students to use the formula they just learned to gain prizes.
• Homework:
• A math worksheet will be sent home with multiplication problems for the students to complete overnight.

10. LESSON PLAN OUTLINE
IMPLEMENTATION
• Collaboration:
• Students will work as a class, then as a group, then by themselves.
• Time Allottment:
• 1 class period. 90 minutes.
• Special Consideration for Gifted and Talented Students:
• GATE students will be given a homework sheet with 3 and four digit numbers instead
of 2 digit.

11. LESSON PLAN OUTLINE
MATERIALS AND RESOURCES
• Instructional Materials
• See the worksheet on the next slide for homework
assignment
• Resources
• Materials and Resources:
• Textbooks, Clean Paper, Sharpened pencils, Dry Erase
markers, White board, bingo cards, markers, eraser for
whiteboard.

12. LESSON PLAN OUTLINE
HOMEWORK ASSIGNMENT

13. LESSON PLAN OUTLINE
STANDARDS & ASSESSMENTS
• Standards
• 4.NSBT.5 Multiply up to a four-digit number by a one-digit number
and multiply a two-digit number by a two-digit number using
strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using rectangular arrays, area
models and/or equations.
• Assessment
• Math homework, see above.
• Bingo game
• Group Competition.

14. REFERENCES
• 6 Scaffolding Strategies to Use with Your Students. R. Alber. (2011).
Retrieved from http://www.edutopia.org/blog/scaffolding-lessons-six-
strategies-rebecca-alber
• Weynand, L.A. (2009). Math for All: Differentiating Math
Instruction. Retrieved from
http://www.mathsolutions.com/documents/presentations/09_nctm_differentiati
ng_instruction_talk1.pdf