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Counting Math Unit Differentiation - Coggle Diagram
Counting Math Unit Differentiation
Pre-Assessment
Students will do a picture interpretation activity for their pre-assessment.
The students will be split into two homogeneous groups. In this case, each co-teacher (lead local teacher and lead foreign teacher) will lead one group. Students will be given a picture.
They need to count how many objects they see in the picture -. For example, the teacher will ask how many dogs do you see?
The students also need to be able to identify the written numeral. After the students give the correct answer of items, the teacher will write a numeral on the board. The students need to determine if that is the correct numeral. For example, the teacher can write a 4 and ask students if it is a 5.
The teacher will make sure to test each individual students counting ability. If one student in the group seems to answer most of the questions, then the teacher will ask a more quiet student to answer the question.
Pre-Assessment Questions Examples
How many pumpkins do you see?
How many orange leaves are there?
Which of these numbers is 5?
Can you count with me the number of acorns that you see?
Student Breakdown
The students are Pre-K students aged 2 to 3 years old.
All of the students are ELL learners with a Native-language of Chinese.
All students learn all subjects in both English and Chinese.
5 of the students answered most, even the most difficult questions, about the picture interpretation.
12 students showed some evidence of knowledge about counting.
5 students show limited knowledge of counting. 3 of these students are having trouble with language skills, and 2 need to be further tested for special needs.
Differentiation Group Breakdown
Group 1- The Scavenger Hunt Group
These students will have received the highest scores on the pre-assessment. As stated in the student breakdown section, these are the top 5 students. They are able to look at the picture, count the correct amount of objects, and are able to determine the correct numeric numeral. For example, I see 5 donkeys. This is the number 5.
They will be given a sheet of paper with pictures of items in the classroom a specification of how many to find. This can be a picture of a pencil with a number 4 next to it. The students need to find 4 pencils.
The students will be given a desk to gather these items on. The TA or teacher will check for correctness.
This task will be completed individually. Students who finish early can play a relevant computer game on the classroom IPAD.
For this station, a teacher (or TA) can monitor closely, however they will make sure students complete this task on their own.
Modifications
For students who finish quickly, the teacher can give them more challenging objects to find, and a higher number to count to.
Students who really struggle with completing the task, or finding an object, can be given clues by the teacher.
Each colored object will be marked with a different shape, this is for students who may be color blind.
For visually impaired students, they will be given a paper with raised edges of the object they need to find.
Group 2- The Puzzle Group
These students will have received the second-highest scores on the pre-assessment. They will have shown some knowledge of counting, however, they still need to build on this knowledge. These students may be able to count objects or identify numeric numerals but not both. In this example classroom, there are 12 students.
These students will be given a counting puzzle. On one end of the puzzle is the number of objects. On the opposite end is the numeric numeral. The students need to be able to match these two together.
Once they have matched them, a teacher (or TA) will check for correctness. They will provide guidance and assistance to the students who need it.
The students who finish this activity early can take part in the scavenger hunt activity, if there's time.
For this station, a teacher (or TA) can monitor closely, however they will make sure students complete this task on their own.
Modifications
For students who are blind, the teachers can make sure the objects and numbers have a raised edge.
For students who have sensory issues, or autism, the teacher will sure to use muted colors.
All students are ELL learners in this classroom, so the local teachers will make sure to translate for them if needed.
Group 3- The Magnetic Counters
These students will have received the lowest score on the pre-assessment. This shows that they have a limited knowledge of counting. For this example classroom, there are 5 students who meet this criteria. 3 are struggling with the language and 2 need to further tested for special needs.
This station is where the lead teachers and TA's will spend most of the lesson time monitoring. When it's appropriate, teachers will alter the task to fit the needs of these students.
Students will be given a popsicle stick with a magnetic strip placed in the center. On each popsicle stick, there will be a different number. The students need to put the correct amount of paper clips onto the magnetic part. If the popsicle stick says one, they should only place one magnet.
The students who finish this activity early can complete the counting puzzle. The students who need extra help or time, can be assisted by a TA until they are able to complete the task.
Modifications
1.We will also make sure the local teacher spends most of their time translating to the students who may not understand English, and helping them feel comfortable using the language.
For the students who may have special needs, the teachers will provide resources to make the activity easier. If the teacher suspects the child has autism, the teacher can help them practice writing the number in sand.
For students who are non-vocal, the teacher will make sure to use sign language with the student. They will also focus on helping this child count with their fingers.
The teachers will make sure the numbers have a raised edge, so students who are visually impaired can complete the task properly.
Analysis of the students after the activity.
This will help better determine the students understanding of the counting lesson content.
The students who meet or exceed expectations of their group, will be given more challenging work with counting. If the student is in the scavenger hunt group, they will complete challenging math counting games online. If the student is in the puzzle group, they will go to the scavenger hunt group. If the student is in the magnetic counters group, they will move to the puzzle group. To meet, or exceed expectations, means they were able to show significant progress in their knowledge of counting.
The students who stay the same in their knowledge of counting, will be given additional time to practice in a structure play setting. This way the minds of the students are relaxed and open to learning. We determine them to be at the same skill level, when they cannot count the objects or identify the numeric numerals with more success.
The students who cannot meet the expectations of their activity, will spend extra time learning with a TA or teacher. They will continue to work on the assignment until they are able to complete it. Once they complete it, the students will take part in a structured play environment that will help them continue to master these skills.
