MathForAll 3FinaloutlinesEDIT pdPage 1 7/10/07 10 04 01 AM Math for All dace130015 fm qxd 6/25/07 5 04 PM Page i dace130015 fm qxd 6/25/07 5 04 PM Page ii Math for All Differentiating Instruction, Gra[.]
Trang 2Math for All
Trang 4Math for All
Differentiating Instruction,
Grades 3–5
Jayne Bamford Lynch
Math Solutions Publications
Sausalito, CA
Trang 5Math Solutions Publications
A division of Marilyn Burns Education Associates
150 Gate 5 Road, Suite 101 Sausalito, CA 94965 www.mathsolutions.com Copyright © 2007 by Math Solutions Publications All rights reserved Limited reproduction permission: The publisher grants permission to individual teachers who have purchased this book to reproduce the Blackline Masters as needed for use with their own students Reproduction for an entire school district, or commercial or any other use, in any form or
by any means, is prohibited without written permission from the publisher, except for the inclusion of brief quotations in a review.
Library of Congr ess Cataloging-in-Publication Data
Dacey, Linda Schulman, 1949–
Math for all Differentiating instruction, grades 3/5 / Linda Dacey and Jayne Bamford Lynch.
p cm.
Includes bibliographical references and index.
ISBN-13: 978-0-941355-78-0 (alk paper) ISBN-10: 0-941355-78-0 (alk paper)
1 Mathematics—Study and teaching (Primary) 2 Mathematics—Study and teaching (Elementary)
I Lynch, Jayne Bamford II Title III Title: Differentiating instruction, grades 3/5
QA11.2.D328 2007 372.7⬘049—dc22
2007014902
Editor: Toby Gordon Production: Melissa L Inglis Cover design: Jan Streitburger Interior design: Joni Doherty Design Composition: ICC Macmillan Inc.
Printed in the United States of America on acid-free paper
11 10 09 08 07 ML 1 2 3 4 5
Trang 6parents, 59–60
on compacting, 106–7
on concept maps, 145–46
on gathering information about students, 59–60, 61
on journaling, 220–21
on learning differences activity, 193–94
on learning stations, 180–81
on love of numbers by children, 197
on materials, 88–89
on meeting the needs of all students, 82–84
on memory, 125
on models, 28–29
on open-ended tasks, 56
on pessimism for new projects, 208
on pre-assessment, 49–50
on providing special time for students, 83–84
on student-created definitions, 115
on teaching perimeter and area, 19–20
on teaching the mean, 79–80
on tiered tasks, 97–98
on use of strategies, 138
on using reading strategies with math, 211–12
on value of differentiation, 19–20
on vulnerability in learning, 137
on What Matches You?
activity, 194–95
on word banks, 148–49
on word problems, 154 teachers
beliefs and actions in differentiated instruction, 3
as drowning in paperwork and information, 74–75
necessity of, 3–4 teaching, universal design in, 110–11
Teaching Children Mathematics (National
Council of Teachers of Mathematics), 220
Teaching Inclusive Mathematics to Special Learners, K-6
(Sliva), 129 terms
dealing with problematic, 111–14, 116–17
vocabulary sheets for learning, 149–50 theory of multiple intelligences, 2,
118, 192 think/pair/share, 138–39 Think Tac Toe, 173–74 thousands charts, as graphic organizers, 155,
157, 158 tiered activities, 89–105 timelines, for projects, 165 Tomlinson, Carol, 5, 171 tracking, 54
traffic patterns in classroom, consideration of, 189 transforming tasks, 85–88
U
units, differentiation within, 5–10
universal design, 110–11
V
values, creation of different learning patterns, 3 Venn diagrams, 146–47 viewpoint, activity, 111–13
view windows, 42 visualizing, in anticipation, 213
development project, 168–69
sheets, 149–50 Vygotsky, Lev, 53, 133
W
Weekly Number activity, 197–99
What do you know about shapes? task, 65–74 What do you know about 100? task, 54–56 What Do You Think About Mathematics? (Blackline Master), 228
What Interests You?
(Blackline Master), 226 What Matches You?
activity, 194, 195 Blackline Master, 249 Who Are You as a Learner?
(Blackline Master), 227 whole-class discussions, providing area for, 188 whole-class lessons, 205–6
Win a One, 170
woodworking, as arts and crafts lesson, 167 word banks, 147–48 word problems types of, 153–54 using graphic organizers with, 154–56
word walls, 113–14 writing
mathematical autobiographies, 64,
65, 66, 67 number stories, 87
XY
Your Mathematics Autobiography (Blackline Master), 229
Z
zone of proximal development, 53, 134
Index 265