Reflection: Intervention and Extension Step 1. Understanding our Strategies for Solving Multi-Step Word Problems - Section 2: Groupings and Expectations

 

Prior to CCSS, I did differentiate lessons, but not on the level that I am now. I look at test data and try to meet individuals needs. By grouping these students based on unit and MAP test data, I am able to design a lesson that addresses students needs, but intertwines the word problem strategy use that the whole class uses. The culminating game that the Contractors are building will be their assessment. It is appropriate for them because they ace each test and manage word problems well. But, how much to these advanced thinkers really think about what they are doing? This gives them the challenge and extends them out to where they should be. Explorers work on weak multi-step word problem skills, engaged in IXL math and are held accountable for explaining their work. The Key group can hardly get through a word problem and I needed to go back to basics and study the vocabulary and exercise their visualization skills. It is my hope that we grow some today through this differentiation.

  Differention and an Attitude of Mastery
  Intervention and Extension: Differention and an Attitude of Mastery
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Step 1. Understanding our Strategies for Solving Multi-Step Word Problems

Unit 12: Addition and Subtraction Word Problems
Lesson 5 of 6

Objective: SWBAT solve multi-step word problems and defend their reasons for choosing specific strategies.

Big Idea: This differentiated lesson focuses on key vocabulary, reviewing specific word problem solving strategies, and metacognitive awareness of how to solve one step and multi-step problems.

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2 teachers like this lesson
Subject(s):
Math, Differentiation, Number Sense and Operations, word problems, metacognition, word problem strategies
  60 minutes
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