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Differentiation strategy for the three groups of students (SPRINT…

- - - - The Grade 2 students were given a set of problem tables in a worksheet with some follow up questions. As students are taking the assessment student will be observed to see if they are using counting strategies (fingers, marks, verbal counting, etc.) instead of reasoning strategies. This assessment gives the teacher one “view” of what a student can do with fact strategies. This section is broken down so that each box focuses on fact strategies that are appropriate for the facts given in the box. The assessment was conducted on the first day of Math class in Grade 2 and the following groups of students were drawn from the assessment.
        
        5 students answered the questions by mentally subtracting the problem and answered the story in a proper sentence with an explanation of the concept.
        
        These students will have an exercise drill solving problems mentally in preparation for their Sprint activity for this lesson.
        I will be providing them the Say Ten as Ten Plus Facts To as their segue to the upcoming Sprint, this exercise in solving the problems mentally will ask students to say addition sentences for teen numbers when one addend is 10, alternating between the regular way and the Say Ten way.
        
        After flexing their mental math skills with the use of the first activity, we will then do some Modeling Word Problems to develop operation sense to connect different meanings of addition and subtraction to each other. This will enable students to effectively use these operations in real-world settings. Students will be given a problem to be solved and then follow up questions in connection to the concept will be answered
        
        3 students have grade 1 reading level making them struggle to understand the number problem when presented in a word problem form
        
        We will practice the concept by using manipulative with the use of an Abacus
        
        We will also learn some WORD BANKS in relation to the lesson and provide Sentence Problems with a numerical representation at the end of the problem to have a clearer concept on how to solve word problems.
        
        Example of Word banks: Flashcards of commonly use words about the facts ( Plus, Add, Sum + ) (Minus, Difference, Remove -)
        
        Examples of Word Problems with numerical representation:
        SUM: Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2 + ? = 5
        DIFFERENCE: Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5 – ? = 3
        
        https://www.youtube.com/watch?v=wHVUkyUovYQ
        
        12 students have answered the problem correctly but consistently count on their fingers or must always “count all” in order to find a correct answer to a simple addition problem.
        
        To help the 12 students to master the math facts we will need more time to work on numeration skills beginning with subitizing. Subitize is the ability to tell the number of objects in a set, quickly, without counting. Subitizing develops math fluency when students recognize sets without having to count each object and it helps develop number sense and the ability to perform mental math.
        
        We will start to subitize by naming the numbers in each set of dots, ten frames and fingers these dot flash does not show the numerals after each set.
        
        If this appears to be easy for the students I will do a Ten-Frame Flash exercise with them by flashing Ten-frame cards, 5-group column and flashing them on the screen alternately. By alternating between ten-frame and 5-groups column cards, students develop a flexible perception of numbers 6–10 in two parts, with one part as 5.
        
        2 students have little to no comprehension of the topic and need to be tested further for special needs.
        
        Since the students have little or no comprehension of the topic and have possible special needs. We will learn from the basics by starting the lesson with the use of Happy Counting that helps the students to practice their counting sequence that can help them to be more flexible in their numbers and thinking. As students improve, we will up the challenge by increasing the speed and the number of direction changes or by using higher numbers.
        
        After mastering their number sequence, we will then learn some vocabulary banks related to the math facts in Grade 2 such as plus +, sum +, add +, difference -, minus -, remove -. Then we will use the words we learned in adding and subtracting single-digit numbers within ten. As they master each tier we will then increase the digit and combination of numbers.
        
        During the lesson visual components will be present and assistive technologies may be allocated for greater understanding of the lesson.
        
        Extra Fluency Worksheets will be provided to the students as they master each tier approach with their math fact by using 10 Frames and dots to practice their fluency https://docs.google.com/document/d/1nuKhvBhdpkkdFVgl9MBViO6ya4S8R0po6qxZdJqxr1U/edit
        
        Final Assessment and Debriefing
        
        At the end of the lesson, the students will be given an Exit Ticket Activity to check if they fully understand the concept after the differentiation has been made. (https://docs.google.com/document/d/1wJLLcoUB9RpVL7aIcpbYUh7Mzac_urVuEidW8sPq1X0/edit)
        
        After finishing the lesson a minutes debrief will be conducted in the class inviting reflection and active processing of the total lesson experience. Some guided questions will be provided in debriefing such as:
        
        What math work did we do today that you remember from last year?
        
        What do you hope to get better at in math this year?
        
        Do you have a favorite math fact and why?
        
        Can you figure out the math goal of today’s lesson?
        
        What name would you give this lesson?