Differentiation checklist and suggestions pro forma

Curriculum Area
Mathematics
Year Level: 7
Students: 4

Instructional Groupings:
whole group, small group, partners, quads, mixed ability,
streamed
Warm up individual activity
Students work in pairs for one activity

Overview: What is the purpose of the lesson?

Whole number revise single/double digit addition with/without regrouping

What will I differentiate?

Process: diverse
activities that are
varied to meet
student interests or
preferences for
learning

Warm-up activity (5-10 minutes) Signpost Maths individual skills

practice sheets (Year 3,4,5,6)
Student A use number sheet to help with spelling
All students allowed to use their Maths Dictionary or Maths
Dictionary for Kids (online version
http://www.amathsdictionaryforkids.com/)

Product: students
have some choice in
how they will
demonstrate what
they have learned

Student options complete worksheet on paper or via laptop and

Moodle portal, can use smartboard ink tool for pair work (remember
to save document under student names, also use same ink colour for
each student), MAB blocks available to physically show and
practice regrouping, can use electronic device to take photos for
work submission

Content: includes
Students are working at 3 different year levels (see unit plan), e,g,
curriculum topics,
student A doing one digit, student b two digit without regrouping
concepts, or themes, and students three and four two digit with regrouping
reflects Australian
Curriculum, presents
essential facts and
skills, needs to
reflect students
current abilities,
provide additional
resources

Learning
Student c tries to do all work on laptop
Environment: rules, Student b must sit by themselves
furniture, lighting,
procedures, allow for
individual work
preferences

How will I differentiate?

Process, product, content, affect/learning environment, for readiness, interest, learning
profile
Rotating groupwork, e.g. one group does warm-up while next group gets direct instruction
while third group does Mangahigh activity on previously covered work
As a result of this lesson/unit students will
Understand ((big ideas, principles, generalizations, rules, the point of the
discipline or topic within the discipline)
Understand how to add one or two digit numbers with or without regrouping

Know (facts,
vocabulary,
howtos,
information that
is memorziable)

Do (Skills) (thinking skills, skills of the discipline

skills you will assess, automaticity)
Automaticity for single digit addition
Understand regrouping and can demonstrate via model,
verbal or algorithm
Use mathematic terms, e.g. regroup and algorithm
PreAssessment (How will you find out about where your students are at for this
lesson? What will your preassessment look like?)
Number pre-test previously completed
Steps in the Lesson: Include ideas for wholeclass instructions, modelling,
scaffolding, direct instruction, differentiated activities, sharing, self-assessment
Direct instruction with explicit concrete modeling
Students attempt with concrete models, using verbal explanation
Students attempt algorithm, allowed to use concrete models until confident
Different activities for different ability levels, e.g. Mangahigh activities and Signpost Maths
activity booklets/tasks

PostAssessment: How will you use this data to inform your next learning
experience?

Have work submitted to Moodle or physically

Is students still struggling, further work next lesson, otherwise move onto subtraction

Additional Resources: Any websites or materials that you used?

Maths Dictionary for Kids
Mangahigh
Smartboard
MAB blocks