grade 8.docx · web vie

Gloucester Township Public SchoolsMath Curriculum – updated Summer 2017

Grade 8

OverviewMathematics is a universal language enmeshed in both the everyday experiences of human society and the natural world

around us. The Gloucester Township Public School District recognizes that mathematics is a fluid and intricately connected web of conceptual understandings, as opposed to segmented isolated skills and arbitrary units of study.

A nation that trains and prepares students to become mathematically literate problem solvers is an entity that sends citizens into the workforce ready to compete in a global economy laden with technology and problem solving opportunities. A school district that intends to have an accomplished field of mathematicians, engineers, medical professionals, scientists, and innovative entrepreneurs must plan and prepare standards-based curriculum that adheres to the Common Core Standards, includes 21st Century technology skills, and explores the variety of careers steeped in mathematics.

In consideration of the rigor and depth of mastery needed by students in our Nation's public school system, we have constructed the following curriculum guide and supporting documentation for Gloucester Township Public Schools through adoption of the New Jersey Department of Education Model Curriculum for Mathematics. Every student in our schools shall have the opportunity to become engaged in an enriching, real world approach to mathematics instruction that is based on solid educational research and data-driven instruction.

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Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

Math – Grade EightUnit 1 – Geometry

Standards Topics Activities Resources Assessments8.G.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

- Interior Angles

- Exterior Angles

- Angle Sums

- Parallel lines cut by a transversal

- Angle-angle criterion for similarity

Inquiry Lab 5-1Inquiry Lab 5-3Ch5 PSI (Problem Solving Inv)Ch 7 PSI

STEM ProjectsUnit Projects

Geometer’s SketchpadReal-World Math

5-15-37-5

-STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room

8.G.1. Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are transformed to lines, and line segments to line segments of the same length.

b. Angles are transformed to angles of the same measure.

c. Parallel lines are transformed to parallel lines.

- Rigid transformations

- Translations

- Reflections

- Rotations

Inquiry Lab 6-1Inquiry Lab 6-3

6-16-26-37-1


*Resource Room

8.G.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

- Congruency Inquiry Lab 7-1Inquiry Lab 7-2 (a)Inquiry Lab 7-2 (b)

7-17-2


*Resource Room8.G.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

- Rotations Ch6 PSI 6-16-26-3

-STAR MathAre You Ready?

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6-4 Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room8.G.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

- Similarity

- Scale Factor

Inquiry Lab 6-4 7-37-4


*Resource Room

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Math – Grade EightUnit 2 – The Number System

Standards Topics Activities Resources Assessments8.NS.1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

- Real numbers

- Rational numbers

- Irrational numbers

- Terminating decimals

- Repeating decimals

STEM ProjectsUnit Projects


1-11-10


*Resource Room8.NS.2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

- Rational approximations of irrational numbers



*Resource Room

8.EE.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32×3–5 = 3–3 = 1/33= 1/27

- Integer exponents

- Multiplying exponential expressions with the same base

- Dividing exponential expressions with the same base

- Power of zero

- Negative exponents

Ch1 PSI 1-21-31-41-5


*Resource Room

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- Exponents raised to an exponent

8.EE.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3×108 and the population of the world as 7×109, and determine that the world population is more than 20 times larger.

- Decimal expansion

- Integer powers of 1

- Scientific notation

Inquiry Lab 1-7 1-7 -STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room

8.EE.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

- Operations with numbers in scientific notation



*Resource Room

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Math – Grade EightUnit 3 – Functions

Standards Topics Activities Resources Assessments8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)

- Properties of functions

- Inputs/Outputs

- Ordered pairs as input/output

- Vertical line test

Inquiry Lab 4-3STEM ProjectsUnit Projects


4-34-44-7


*Resource Room8.F.2. Compare properties (e.g., rate of change, intercepts, domain and range) of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

- Function representations (tables, graphs, equations, or verbal problems).

Note:Functions could be expressed in standard form. The intent is not to change to slope-intercept form but to use zero substitution for x and y separately to generate two points. These points can be used to find slope and compare rate of change with other functions.

3-34-5


*Resource Room

8.F.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

For example, the function A = s2 giving the area of a square as a function of its side

- Linear equations

- Rate of change

Inquiry Lab 4-8 3-44-44-74-8

-STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*

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length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Chapter Test 2A & 2B

*Resource Room8.SP.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

- Bivariate data

- Scatter plot

- Linear relationships (positive, negative, zero or no relationship).

- Outlier

Inquiry Lab 9-1Inquiry Lab 9-2Ch9 PSI

9-19-2


*Resource Room8.SP.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit (e.g., line of best fit) by judging the closeness of the data points to the line.

- Modeling relationships Inquiry Lab 9-2 (a)Inquiry Lab 9-2 (b)

9-2 -STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

- Slope

- y-intercept

Inquiry Lab 9-2 9-2 -STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way

- Bivariate data tables 9-3 -STAR MathAre You Ready?Pre-testChapter QuizVocabulary Test

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table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Chapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room

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Math – Grade EightUnit 4 – Equations

Standards Topics Activities Resources Assessments8.EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

- Slope as unit rate Inquiry Lab 3-1STEM ProjectsUnit Projects


3-3 -STAR MathAre You Ready?Pre-testChapter QuizVocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room8.EE.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

- Similar triangles

- Slope-intercept form of an equation

- Graphing from slope-intercept form

Inquiry Lab 3-4 3-33-47-6


*Resource Room8.EE.7. Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

b. Solve linear equations with rational number coefficients, including equations whose solutions require

- Solving one-variable equations

*one solution *no solutions *infinitely many solutions

Inquiry Lab 2-2Ch2 PSIInquiry Lab 2-4

2-12-22-32-42-5


*Resource Room

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expanding expressions using the distributive property and collecting like terms.

8.EE.8. Analyze and solve pairs of simultaneous linear equations.

a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.

For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

c. Solve real-world and mathematical problems leading to two linear equations in two variables.

For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

- Systems of linear equations

*one solution *no solution *infinitely many Solutions

- Solving systems of linear equations graphically

- Solving systems of linear equations using substitution

NOTE:Students are not expected to change linear equations written in standard form to slope-intercept form or solve systems using elimination.

Ch3 PSIInquiry Lab 3-7Inquiry Lab 3-8

3-73-8


*Resource Room

8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in

- Determining rate of change (slope) from tables, graphs and equations

- Determining initial value (y-intercept) from tables, graphs

Inquiry Lab 3-6Ch4 PSI

3-33-44-14-34-44-54-6


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terms of the situation it models, and in terms of its graph or a table of values.

and equations

- Interpreting linear relationships from graphs and tables.

*Resource Room

8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

- Graphing verbal situations

- Creating verbal description of graphs

Inquiry Lab 3-6Inquiry Lab 4-8

4-74-84-9


*Resource Room

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Math – Grade EightUnit 5 – Geometry

Standards Topics Activities Resources Assessments8.EE.2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

- Evaluating Square roots

- Evaluating Cube roots

- Evaluating Perfect squares

Inquiry Lab 1-9STEM ProjectsUnit Projects


1-81-91-105-55-65-7


*Resource Room8.G.6. Explain a proof of the Pythagorean Theorem and its converse.

- Pythagorean Theorem

- Converse of the Pythagorean Theorem

Inquiry Lab 5-5 (1)Inquiry Lab 5.5 (2)


*Resource Room8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

- Right triangles

- Pythagorean Theorem applications

5-55-6


*Resource Room8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

- Coordinate grid

- Distance between points

5-7 -STAR MathAre You Ready?Pre-testChapter Quiz

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Vocabulary TestChapter Test 1A & 1B*Chapter Test 2A & 2B

*Resource Room8.G.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

- Volume of cone

- Volume of cylinder

- Volume of sphere

Ch8 PSIInquiry Lab 8-6

8-18-28-38-6


*Resource Room

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Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Teachers will use Approaching Level Tier 2: Strategic Intervention in RtI Differentiated Instruction section of Glencoe lessons.

Teachers will use the Targeted Strategic Intervention from the Glencoe Online Support. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C )

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Gifted and Talented Instructional Accommodations

Teachers will use Beyond Level in RtI Differentiated Instruction section of Glencoe lessons Teachers will use the Enrichment Masters from the Glencoe Online Support Teacher will implement Adaptations for Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

Teachers will use the ELL Differentiated English Language Learner Support section of Glencoe lessons. Teachers will use the Differentiated ELL Support from the Glencoe Online Support. Teachers will implement the appropriate Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)

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APPENDIX BLearning Styles

Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners

have a preferred mode of processing information- visual, audio, or kinesthetic.It is important to consider these differences when lesson planning, providing instruction, and when differentiating

learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visualize events as they read math word problems

Use flash cards to practice basic math facts

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Use power point presentations

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Color code and highlight operation symbols (+, -, x, ÷)

Color code and highlight key words in math word problems

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Allow students to work in pairs

Utilize songs and rhymes

Ask for choral responses in instruction, example have the entire class chant in unison multiples, evens/odds, or skip counting by 2s, 5,s or 10s

Repeat, clarify, or reword directions

Verbally guide students through task steps

Kinesthetic Act out concepts and dramatize events

Use flash cards

Use manipulatives

Allow students to deepen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired products

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Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to

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detail

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APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Use appropriate manipulatives, such as base 10 block, counters, or pattern blocks

Differentiate operation symbols by color coding

Draw pictures when possible

Use interactive websites and apps

Use modeling to help students solve problems

Provide examples of a correctly solved problem at the beginning of each lesson

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Have students work each step in a different color

Use songs and rhymes to help remember information

Use mnemonics like “Please Excuse My Dear Aunt Sally” (order of operations) to remember sequenced steps

Simplify and rephrase vocabulary in word problems

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size and/or magnifiers

Highlight important parts of problems, example: key words or operation signs

Use place value charts, number grids, and operation tables (addition/subtraction and multiplication/division tables)

Allow students to trace important visual patterns

Use graph paper to keep numbers aligned

Put boxes around each problem to visually separate

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them

Simplify and rephrase vocabulary in word problem

Turn lined paper vertically so the student has ready made columns

Color code and highlight keywords in math word problems

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use diagrams.

Use semantic maps and diagrams

Chunk pieces of information together, example: learn facts in sets of 3

Review previous lessons

Use a buddy system to clarify

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Use mnemonic aids to signal steps, example “Does McDonalds Sell Cheese Burgers” (long division: divide, multiply, subtract, check, bring down)

Provide students with a strategy to use for solving word problems

Use graph paper to keep numbers aligned

Use modeling to help students solve problems

Introduce concepts using real life examples whenever possible

Teach fact families and build fluency with games and understanding

When teaching number lines use tape or draw a number line on the floor for students to walk on

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Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers when available

Preferential or alternate seating

Provide assistance with organization

Provide graph paper to organize place value

Provide appropriate manipulatives

Use flash cards

Provide highlighters for students when solving problems

Allow students to use desk top copies of fact sheets, multiplication/division tables etc.

Use individual dry-erase boards

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Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with charts and graphs

Give students extra time to respond to oral questions

Have students verbally or visually explain how to solve a math problem

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Model skills

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Use a problem solving strategy checklist so that students can monitor their progress

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Teach students to use self-questioning techniques

Reduce the number of practice or test problems on a page

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Use manipulatives

Provide learning aids such as calculators and/or operation tables (addition/subtraction and multiplication/division tables)

Introduce concepts using real life examples whenever possible

Use individual dry-erase boards

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Use magnetic manipulatives examples: numbers, operation signs, ten frames, base ten blocks, etc.

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Assign a peer tutor

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plans

Repeat directions as needed

Provide immediate feedback

Strategy #9: Options for self-regulation

Purpose Examples

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To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Post class rules using pictures and words

Post daily schedule using pictures and words

Circulate around the room

Develop a signal for when a break is needed

Provide consistent praise to elevate self-esteem

Model and role play problem solving

Desensitize students to anxiety causing events

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Appendix D Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

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Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

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Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should

Develop above level centers as part of classroom instruction

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move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

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Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual

Math

Instruction: Provide bilingual dictionaries. Simplify language, clarify or explain directions. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful. Pre-teach difficult vocabulary. Highlight key word or phrases. Allow ELL students to hear word problems twice and have a second opportunity to check their answers. Allow ELL students extended time for word problems. Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).

Response: Allow for oral explanations Allow the use of word walls and vocabulary banks.

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