Intermediate Differentiated Instruction in Mathematics

Sharing: Progress Update

At the last session you completed the purple sheet

Share DI successes

Group Problem Solving Task

In groups of four, each group member takes a card from the envelope

Collaboratively solve the problem using each members clue

Reflect on the benefits of group problem solving

Be prepared to share with the whole group how this can support DI

What effective DI looks and sounds like

Make predictions for each indicator based on your experience

Watch the video and note observationsBe prepared to share with the whole

group how this can support DI

Mathematical Processes:

The actions of mathematicsWays of acquiring and using the content, knowledge

and skills of mathematicsProcesses endure much longer than the content

expectations

Mathematical Processes

The revised Mathematics curriculum identifies 7 process expectations

They are found on pages 11 to 17 of the revised curriculum document

Can you name them without looking?Reasoning and

Proving

Reflecting

Representing Connecting

Selecting Tools and Strategies

Problem Solving

Communicating

Last Word Activity

You will each get a large page with the definition of a process on the front

The other people in your group will tell you what that process looks and sounds like in your class

You have the last word using the information found on the back

Take turns

What is the goal of teaching through the Mathematical Processes?

Problem solvers and life long learners

Connecting Achievement Chart and Mathematical Processes

Reasoning and Proving

Thinking

Problem Solving

Knowledge and Understanding

Reflecting

Communication

Application

RepresentingCommunicating

Selecting Tools and Strategies Connecting

Procedural Knowledge Conceptual Understanding

Mathematical Processes

Math Processes Posters

Think, Pair, Share

Think: Review BLM 1.5 Where are your strengths? weaknesses?

Pair In your classroom, how might you shift your

focus to better reflect the indicators?Share

Share your reflections on the indicators

LUNCH

Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.

Amen.

Frayer Model Samples:

Proportional Reasoning

Create your own Frayer Model for Proportional Reasoning

In your group: combine your work to make one Frayer Model to share

Definition Facts/Characteristics

ExamplesNon-examples

Ranking Problems on a Continuum

Rank the problems in the six envelopes on a continuum of “simplest=1” to “most challenging=6”

Self Assessment

Consider your comfort level with DI, as it relates to proportional reasoning

Form a line based on your comfort levelDiscuss your placement choice with

teachers near you to confirm you have positioned yourself appropriately. Adjust if necessary.

Group Problem Solving Task

In groups of four, each group member takes a card from the envelope

Collaboratively solve the problem using each members clue

Choose another problem to solve (groups of 3 or 4)

Reflect the similarities and differences between your two problems

Be prepared to share with the whole group how this can support DI

A Flowchart for DI

Grade 9 Curriculum Document

Revised and implemented in September 2005

Grade 9 has two streams:

Academic Applied

Locally Developed Compulsory Credit Math (MAT1L) is in a separate document

Balancing Instructional Time

Given that each strand must be reported on twice, should you spend an equal amount of time on each strand?

EQAO Strand Percentages

Grade 9 Academic EQAO

19%

26%

29%

26%Number Senseand Algebra

Linear Relations

Analytic Geometry

Measurement &Geometry

Grade 9 Applied EQAO

29%

45%

26% Number Senseand Algebra

Linear Relations

Measurement &Geometry

Jig Saw Activity:

Home Group: Teachers from your school

Expert Group: Assigned by numbered heads In your expert group, for your assigned grade

9 applied strand: determine the big ideas determine the related grade 7 and/or 8 expectations

Return to your home group and take turns reporting your findings

Balancing Instructional Time

Given that each strand must be reported on twice, should you spend an equal amount of time on each strand?

Manipulatives and Problems Carousel

You now have an opportunity for self directed learning on the effective use of manipulatives

There are 3 stations on the use of manipulatives Work at your own pace with other interested people

Have fun

Carousel Stations

Tangrams Geoboards Relational Rods

Now for the Goodies…

Your kit contains overhead versions of the common manipulatives for your grade 7&8 math program

The kit belongs to the school

Good Morning Miss Tolliver

Homework

Review your long range plans in light of the discussion of balancing instructional time – remember plans can change

Become familiar with the Ministry Classroom Learning for Students. Come prepared to share cheers and challenges

Come prepared to report on an experience of using one of your new manipulatives in your classroom

Thanks:

If you have a question, please contact us: Maggie Boss – Academic Consultant for

Differentiated Instructions (K-8) x24171 Dwight Stead – Mathematical Literacy Consultant

(7-12) x24533