Differentiated Instruction: Worksheet for Tiered Assignments



Differentiated Instruction: Worksheet for Tiered Assignments

Unit Multiplication and Division of Whole Numbers

Objective(s) (what students will know, understand, and/or be able to do as a result of this assignment/lesson):

MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and

multiply two two-digit numbers, using strategies based on place value and the properties of

operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

Students will be able to use a method of multiplication with an understanding of place value to solve four digit by one digit multiplication and two digit by two digit multiplication.

Learning Target: I can use either the traditional method, the box method, or the lattice method to solve multi-digit multiplication problems.

Time allotted for assignment/lesson (minutes, hours, days, or weeks) One Week

Middle-Level Assignment (for students who did not quite meet mastery level on the preassessment, are working at the middle of the class and at an average pace…this is probably the assignment you would use if you were not differentiating)

Students at the middle-level will be learning how to use the box method of multiplication in order to see the relationship of place value as they are multiplying larger numbers. After learning the box method, they will move on to learn the lattice method. Once they’ve shown understanding of each method, they will be allowed to choose which method they’d like to use on a consistent basis.

Higher-Level Assignment (for students who demonstrated solid mastery on the preassessment, grasp material quickly, work quickly, grasp complex and abstract concepts, would benefit from acceleration and/or enrichment)

The higher-level learners will be introduced to the box method, the lattice method and the traditional method of multiplication. Once they’ve practiced with each method and mastered the steps and layout of the method, they will be able to choose which method they like best. Once they’ve chosen the method they like best, they will experiment with larger numbers than the standard suggests.

Lower-Level Assignment (for students who did not do well on the preassessment, take a while to grasp new ideas, may need extra explanation and additional exposure to basics in order to be able to reach more complex and abstract ideas, may need support to work independently)

The lower level students will be working on drawing models of multiplication using grid paper. They will model using different colors for the hundreds, tens, and ones place. They may also use base-ten blocks to help them manipulate and create the products. Once they’ve showed mastery at this level, they’ll move on to learn the box method of multiplication, which is very similar to the grid paper visual and base ten manipulatives.

• Why did you choose this particular plan to tier?

I chose to tier this plan because this standard is oftentimes a challenging one and it is beneficial for students to use and work with the strategy that helps them best. I believe that with the various options and possibilities available to learning multi-digit multiplication, all students can learn and master the standard.

• What students did you have in mind with the tiering you planned?

When planning this lesson, I had all students in mind. I borrowed this lesson format from a link found in the Dare to Differentiate website, and it’s fabulous because the way it’s laid out forces you to think of your middle of the line students, the higher level students, and the lower level students. This helped me stay on track and equally create options for each level.

• Why would the tiering you created potentially be effective in challenging these gifted students?

One thing that I understand and keep in mind when planning is that all labeled gifted students may not be gifted in math. They may be more of a linguist and take to the more creative side of thinking. When I plan for the higher learners in math, I am not just referring to the ‘gifted’ students. The gifted students may need a slower pace in math. In the same manner, the lower learners may not always be the SPED students. Sometimes they have a gift for math and they may need to be in a higher group. Also, I believe in flex grouping. Students that may be in a higher group for one math concept may be in a lower or on pace group with another concept. The tiering I’ve created will challenge each group at their own level. For the higher learners, the gifted in math will be challenged to learn all three methods and then choose which works best for them. They will also have the challenge to use their preferred method and apply it to a more complex combination of numbers to multiply.

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