Differentiated Instruction
Reaching all Learners                Equal OpportunitiesBy “every child” we mean every child- no exceptions
Ethnomathematics in the                   Classroom                                            “Constructivism, inquiry ...
A Problem-Based   Classroom        Problems should have multiple entry points        Planned differentiate tasks       ...
Multiple Entry Points         
N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically)                      ...
Small Group Instruction          
Your turn to share with each other.
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Diversity in the classroom

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Diversity in the classroom

  1. 1. Differentiated Instruction
  2. 2. Reaching all Learners Equal OpportunitiesBy “every child” we mean every child- no exceptions
  3. 3. Ethnomathematics in the Classroom  “Constructivism, inquiry learning, and ethnomathematics allow students to enter the learning process according to their ways of knowing, prior knowledge, and learning styles. Ethnomathematics also shows the relationship between mathematics and cultural anthropology.” Saskatchewan Mathematics’ Curriculum
  4. 4. A Problem-Based Classroom  Problems should have multiple entry points  Planned differentiate tasks  Small group instruction
  5. 5. Multiple Entry Points 
  6. 6. N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically) by: • representing • describing • comparing two numbers • ordering three or more numbers. 
  7. 7. Small Group Instruction 
  8. 8. Your turn to share with each other.

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