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Differentiated Strategies clip art kids …

- - - - Brainpop: video on the 3 types of fractions.
        
        Model problem with entire class: I do, we do, you do.
        
        Round robin 3 problems: mixed fraction, improper fraction, and proper fraction.
        
        Independent work: complete the entire problem set (usually 10 questions), including word problems. I add word problems to their assignment to challenge them.
        
        Check for understanding: students will compare answers with one another to make sure they were successful with their problems.
        
        Peer feedback/response: students will go back to their groups and assist the 12 students that had problems with the content, only if they were successful with their problem set.
        
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- - - - Brainpop: video on the 3 types of fractions.
        
        Model problem with entire class: I do, we do, you do.
        
        Round robin 3 problems: mixed fraction, improper fraction, and proper fraction.
        
        Shoulder partners: Students would pair up for a less rigorous problem set (3 problems). The students would have step-by-step instructions on how to execute the problems. I would pair the students up on their tier levels.
        
        Peer response/feedback; back to small groups of 3 or 4 (students are already seated according to tier level, or in a Kagan structure). Students will eventually incorporate round robin to see if they all got the same answers. The five students that got the problems correct will join these groups and assist the students that are having a harder time with the content.
        
        Exit tickets: students will come back together (individually) and complete an exit ticket. This is a form of checking for understanding. This will guide me in my teaching.
- - - - Brainpop: video on the 3 types of fractions.
        
        Model problem with entire class: I do, we do, you do.
        
        Round robin 3 problems: mixed fraction, improper fraction, and proper fraction.
        
        Small group with the teacher. I will instruct students that are having a more difficult time. I would start with proper fractions with like denominators in the beginning. They would be given a different problem set; I would modify their problem set. Students will continue to be in small groups with the teacher until peer feedback/response time is up.
        
        Exit tickets: students will come back together (individually) and complete an exit ticket. This is a form of checking for understanding. This will guide me in my teaching