Differentiation Examples Sort

Students can write a number sentence (symbolic), make a model of their math sentence using manipulatives (concrete), and/or draw a picture to represent their number sentence (pictorial).
Product by Readiness

Students will find quotients using three levels of numbers: small numbers related to basic facts (low), two- and three-digit numbers without remainders (mid), twoand three-digit numbers with remainders (high).
Content by Readiness

Students will be partnered for the game based on low/mid and mid/high readiness levels according to yesterdays exit slip assessing knowledge of pattern vocabulary.
Process by Readiness

Various manipulatives/tools (base-ten blocks, 100 chart, unifix cubes, beans & sticks, baseten block stamps, coins) will be provided. Students will choose two different manipulatives/tools to problem solve
Process by Interest

Students will complete two of the four stations (mystery number on 100 chart, inventories of tens and leftovers, race to connect cubes, and measuring with cubes). They will choose which two stations to complete based on their selfevaluation and personal learning goal.
Content by Interest

Students will complete one of the three tiered problems: separate result unknown (mid), compare larger unknown (high), partpart-whole two parts unknown (low). Students will assigned one problem based on the preassessment
Content by Readiness

Students will choose to create a picture glossary, an anthology of acrostic poems, or concept map.
Product by Interest

Students will be assigned to small groups based on their entrance survey about interests (baseball, playing musical instruments, chapter books, or planets). The small group will solve a multiplication problem based on their context of interest.
Content by Interest

Students will find equivalent values using fraction manipulatives (direct modeling), number line (skip counting/repeated addition), or only calculators (derived facts).
Process by Readiness

Students will be provided with a reference strip of coin values (low), a 300 chart (mid), or nothing (high).
Process by Readiness

Students will solve an addition problem and justify their reasoning. Group 1 (low) will use 3-digit whole numbers. Group 2 (mid) will use whole numbers and tenths. Group 3 (high) will use whole numbers through thousandths.
Content by Readiness

Students will sort types of patterns and create a graphic organizer to represent their sort. Group 1 (low) will be provided with a 2 circle Venn Diagram and blank lines for labels. Group 2 (mid) will be provided with a 3 circle Venn Diagram. Group 3 (high) will be provided with blank paper.
Product by Readiness