# This Renovation Needs Scaffolding! Differentiating Math 1 Tasks Emily Kennedy Alpharetta High School Arielle Pool Riverwood International Charter School.

## Presentation on theme: "This Renovation Needs Scaffolding! Differentiating Math 1 Tasks Emily Kennedy Alpharetta High School Arielle Pool Riverwood International Charter School."— Presentation transcript:

This Renovation Needs Scaffolding! Differentiating Math 1 Tasks Emily Kennedy Alpharetta High School Arielle Pool Riverwood International Charter School

What Are Our Goals? Share our experience with differentiation Let you explore a differentiated Math 1 task Provide several ready-to-use tasks Give you the tools to differentiate tasks on your own

Who Are We? Our background with differentiation Our rationale for differentiating Math 1 tasks

What Is Differentiation? Easy questions vs. hard questions What It Isnt…What It Is… Questions that encourage growth Drill-and-kill vs. higher-level thinking Respectful and meaningful tasks Different groups working on unrelated tasks All students working toward the same big idea Flexible grouping In-class tracking

How Did We Differentiate? We identified each tasks big ideas We focused on our KUDs: What students should… Know Understand Be Able to Do We monitored whether we were leading students toward big ideas

How Did We Differentiate? Take about 10 minutes to work on the task you have been given Think about… What is/are the main goal(s) of the task? Where might students have difficulty? How would you approach this task in your own classroom? Do you think you are working on a low-, medium-, or high-level task?

How Did We Differentiate? Look at the three levels of tasks Try to put them in order from the most scaffolding to the least Look for similarities and differences Consider the big ideas of the task: As students work, what should they… Know? Understand? Be able to do?

How Can You Differentiate? Your house is located at (1, 4), and you are trying to walk to a road whose equation is y = ½ x + 1. If you take the shortest path, where will you meet the road? How far will you have to walk? (Let one unit = one mile.) As a result of this task, what should students: Know? Understand? Be able to do? Where might students have difficulty? What scaffolding is appropriate? What extensions are appropriate?

Whats In the Packet? Mark and Recapture (Data & Statistics Exploration) – –Preassessment – –Levels A, B, C A Tiling Task (Equivalent Expressions Exploration) – –Preassessment – –Levels A, B, C (with extensions) – –Hint Cards Radical, Dude (Square Roots Exploration) – –Preassessment – –Levels A, B, C Counting Principles (Addition Principle Exploration) – –Preassessment – –Levels A, B, C – –Venn Diagram Project Transformations (Graph Transformations Assessment) – –Preassessment – –Tables 1-8

Thank You!

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