Differentiated Units

MIAA 340
Caroline Butler

Grade 2 CCCSS
Use place value understanding and properties of operations to add and subtract.
5. Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relation- ship between addition and subtraction.
Big Idea: Use what they know about place value and operations to compose and
decompose numbers in different combinations.
Lesson Goal 1: Demonstrate how to combine numbers accurately.
Open question: How can I add two-digit numbers numbers?
Parallel Tasks: 1. Draw pictures to show how to add thirty-four marbles plus twenty-
four marbles. Be ready to explain your thinking.
2. Write number sentences to show how to add thirty-four marbles plus
twenty-four marbles. Be ready to explain your thinking.
Expected Students Responses: *a picture of 34 marbles and 24 marbles = 58 shirts
*a picture of 3 tens rods and 4 ones cubes + a picture of 2
tens rods and 4 ones cubes = a picture of 5 tens rods and 8
ones cubes
*a part-part-whole model showing 34 counters on one side,
24 counters on the other side, and 58 in the box
*30+20=50, 4+4=8, 50+8=58
*34+20=54, 54+4=58
* 34 + 24 = 58 written vertically, showing no regrouping
Management: Students are working individually with math journals and pencils to
represent the problem. They will explain their work to their partner when finished, and
then some examples will be chosen to present to the class.
Teacher questions to probe thinking: Is there a tool that would help you solve this? What
do you need to draw? Is there an addition strategy that could help you solve this? Could
you use expanded form to help you solve this? Do you need to regroup? How do you
know?
Academic Language Check: The teacher will need to check in on the language used by
students as they explain their work so that an accurate explanation is given. For example
and = add three = three or three ones or three tens or thirty?
Debrief: Teacher charts different methods of solving as students explain the reasoning
behind their solutions. Remind them to use their academic language. Ask them to
explain what tools they used (hundred chart, base-ten blocks, etc.) to solve and what
method of combining numbers they used (recomposing, regrouping, counting on, etc.).
Summarize: Write the sentence frame on the board: Numbers can be __________ in
__________ways to find the sum. Have the kids think about what to fill in the blanks
with, then take turns saying their sentence to their partner. Several will be called on to
say their sentence to the class.
Formative Assessment: Students have to create their own addition story with 2 double-
digit numbers to give to their neighbor to solve. When finished solving they give the
paper to the teacher.
Lesson Goal 2: Demonstrate how to separate numbers into parts accurately.
Open question: How can you give 15 of your 40 cookies to your sister?
Parallel tasks: 1. Draw pictures to show how you will get your answer.
2. Write number sentences to explain how you will get your answer.
Expected Student Responses:
*a picture of two plates of cookies, one with 15 and one
with 25
*a picture of 4 tens rods 1 tens rod and 5 ones cubes = 2
tens rods and 5 ones cubes
*a part-part-whole model with 40 in the box, 15 counters
on one side and 25 counters on the other side
*40 10 = 30, 30 5 = 25
*40 15 = 25 written vertically showing regrouping
*40 = 20 + 20, 20 15 = 5, 20 + 5 = 25
Management: Students work individually with math journals and pencils, then share and
explain to their partner, some examples are chosen to present to the class.
Teacher questions to probe thinking: Is there a tool that could help you solve this? How
can you draw this? Can you use expanded form to help you solve this? What do you
know? What are you trying to find out? Is there an addition strategy that could help you
solve this?
Academic Language Check: The teacher will need to check in on the language used by
students as they explain their work so that an accurate explanation is given. For example
take away = subtract share / give out = distribute
Debrief: Teacher charts different methods of solving as students explain the reasoning
behind their solutions. Remind them to use their academic language. Ask them to
explain what tools they used (hundred chart, base-ten blocks, etc.) to solve and what
method of combining numbers they used (decomposing, regrouping, counting back, etc.).
Summarize: Write the sentence frame on the board: Numbers can be __________ in
__________ways to find the difference. Have the kids think about what to fill in the
blanks with, then take turns saying their sentence to their partner. Several will be called
on to say their sentence to the class.
Formative Assessment: Students have to create their own subtraction story with 2 double-
digit numbers to give to their neighbor to solve. When finished solving they turn their
paper in to the teacher.

Grade 4 CCCSS
Draw and identify lines and angles, and classify shapes by properties of their lines
and angles.
6. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures.
Big Idea: All plane figures are created from a combination of points and lines.
Lesson Goal 1: Create and identify points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines.
Open Question: Use your geo board and rubber bands to create points, line segments,
angles (right, acute, obtuse), and perpendicular and parallel lines. Show, name, and
justify why each meets the definition of that term with your partner.
Expected Student Responses:
*Geo boards with several different terms represented on
them at once.
*Representation of a line should going all the way across
the geo board.
*Representation of a line segment going between points
that do not cross the whole geo board, or that is layered
over the top of a portion of a representation of a line.
*Representations of the various angles with 2 or more
rubber bands meeting at one point for each angle on the geo board.
*Use of the geo boards structure to form parallel and
perpendicular lines and right angles.
*Students talking to their partners and explaining why
figures meet their definitions.
Management: Students will be trained through practice and rewards systems to stay on
task and on topic when working with their partners. The teacher will circulate, ask
questions, preselect a few students to share their work, and take notes on a form
regarding student language, understanding, and performance.
Teacher Questions to Probe Thinking: Is there a term you need more information about
before you can create it? Where can you get more information about a term? How does
that figure meet the definition of its term? How can you use structure of the geo board to
help you make a figure?
Academic Language Check: The teacher will need to listen in on the language used by
students as they explain their work so that an accurate explanation is given. For example:
figure = shape, picture segment = portion, part, section, piece representation = picture
Debrief: The teacher has students show their geo boards with different methods of
representing each term and students explain the reasoning behind their figures. Remind
students to use their academic language as they explain how each one meets the
definition of that term.
Summarize: Write the sentence frame on the board: Points can be __________ to form
__________. Have the kids think about what to fill in the blanks with, then write the
sentence in their math journal. Several will be called on to say their sentence to the class.
Formative Assessment: Students have to draw 2 figures to give to their neighbor to name.
When finished naming they turn their paper in to the teacher.
Lesson Goal 2: Recognize and identify points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines found in plane figures.
Open Question: How can plane figures be formed?
Parallel Tasks: 1. Use your geo boards and rubber bands to create a plane figure. Trade
geo boards/papers with your partner and then point out and name all of the points, lines,
line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines that
can be found in the figure.
2. Use your paper and pencil to draw a plane figure. Trade papers/geo
boards with your partner, then trace and label in color all of the points, lines, line
segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines that can
be found in the figure.
Expected Student Responses:
*Geo boards with different plane figures represented.
*Representation of a line segment going between points
that do not cross the entire geo board.
*Representations of various angles within a figure with 2
rubber bands meeting at one point for each angle on the geo board.
*Use of the geo boards structure to form parallel and
perpendicular lines and right angles for a figure.
*Papers with different plane figures represented.
*Use of lines on the paper to form parallel and
perpendicular lines and right angles for a figure.
*Students talking to their partners and explaining which
parts of their figures meet different definitions.
Management: Students will be trained through practice and rewards systems to stay on
task and on topic when working with their partners. The teacher will circulate, ask
questions, preselect a few students to share their work, and take notes on a form
regarding student language, understanding, and performance.
Teacher Questions to Probe Thinking: Is there a term you need more information about
before you can create it? Where can you get more information about a term? How does
that figure meet the definition of its term? How can you use the structure of the geo
board to help you make/name a figure?
Academic Language Check: The teacher will need to listen in on the language used by
students as they explain their work so that an accurate explanation is given. For example:
plane = a two-dimensional/thin/flat/designated area of space figure = shape, picture
segment = portion, part, section, piece representation = picture
Debrief: The teacher has students show their geo boards with different methods of
representing each term and students explain the reasoning behind their figures. Remind
students to use their academic language as they explain how each one meets the
definition of that term.
Summarize: Write the sentence frame on the board: Lines can be __________ to form
__________. Have the kids think about what to fill in the blanks with, then write the
sentence in their math journal. Several will be called on to say their sentence to the class.
Formative Assessment: Students have to define 2 randomly selected terms (any 2 of these
may be on used: points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines, and plane figures) found on their paper and turn it in to
the teacher.
.
Grade 8 CCCSS
Represent and solve equations and inequalities graphically. [Linear and exponential;
learn as general principle.]
7. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
Big Idea: The shape of a line when graphed is predetermined by the equation of that line.
Lesson Goal 1: Create an In/Out table from the data about cookie sales and discover the
relationship between the two sides of the table.
Open Question: Use the information in story to create an In/Out table and find a pattern.
Parallel tasks: 1. Draw a picture to represent your pattern.
2. Write an explanation of your pattern using mathematical language.
Expected Student Responses: Tables noting the number of cookies made and sold.
*Try to find the difference between each x and y value.
*Try to find the amount each variable changes each time.
*Try to discover patterns in how the x and y values effect
each other.
*Talk and write about your findings.
Management: Students work in cooperative teams of 3 or 4 where each person has a
different job with specific work responsibilities. The groups earn participation points as
the teacher circulates through.
Teacher Questions to Probe Thinking: Do you need more information about something?
Do you know where to get the information you need? Can you explain your observation
to your group? Can you restate what he/she said? Can you connect these ideas? Do you
notice any patterns?
Academic Language Check: The teacher will need to listen in on the language used by
students as they explain their work so that an accurate explanation is given. For example:
table = chart, graph In/Out = x,y equation = formula related = connected, similar to
Debrief: The teacher has several students share their groups description of the pattern.
Remind students to use their academic language as they explain how their group
discovered what they know.
Summarize: Write the sentence frame on the board: A __________ can be observed
when two values continue to ________________ by the same amount. Have the students
think about what to fill in the blanks with, then write the sentence in their math notes.
Several will be called on to say their sentence to the class.
Formative Assessment: Create an In/Out table that has a pattern in its x, y values.
Lesson Goal 2: Use the information from the In/Out table and the description of the
pattern that was discovered to develop an equation for the line.
Open Question: How do you use the information from the table and patterning to
produce the equation of a line?
Tiered Lesson: Group 1. Students (who demonstrated higher to average understanding in
the previous lesson) will work in mixed ability teams and use the information from the
In/Out table and the description of the pattern to write an equation for this line.
Group 2. Students (who demonstrated little understanding in the previous
lesson) will use the information from the In/Out table and the description of the pattern to
work with a small group and the teacher to write an equation for this line.
The extension for all teams that finish the activity early is to try to plot and trace
the points of their line in the coordinate plane.
Expected Student Responses: *Use what you know about the pattern of the variables.
*Explain how the variables effect each other numerically.
*Try to write an equation for a line correctly.
* Talk and write about your findings.
Management: Students work in cooperative teams of 3 or 4 where each person has a
different job with specific work responsibilities. The groups earn or lose participation
points as the teacher works with targeted groups of students. There is an extension
activity.
Teacher Questions to Probe Thinking: Do you need more information about something?
Do you know where to get the information you need? Can you explain your observation
to your group? Can you restate what he/she said? Can you connect these ideas? Do you
notice any patterns?
Academic Language Check: The teacher will need to listen in on the language used by
the students as they explain their work so that an accurate explanation is given. For
example: table = chart, graph In/Out = x,y equation = formula related = connected,
similar to
Debrief: The teacher has several students share their groups equation for the line (and
good graphs if theres time). Remind students to use their academic language as they
explain how their group discovered what they know.
Summarize: Write the sentence frame on the board: An __________ can be written when
you understand the ________________ of the variables on a table. Have the students
think about what to fill in the blanks with, then write the sentence in their math notes.
Several will be called on to say their sentence to the class.
Formative Assessment: Explain how the two columns of an In/Out table are related
to the two sides of the equal sign in an equation of a line.