DIFFERENTIATION

At a recent workshop we look at how to effectively differentiate for students operating at various levels in our classroom. My team came up with the following: We broke up our students in three groups, 1. Pre-requisite – students operating from 0-49, 2. Target – students operating from 50-69 and 3. Advanced - students operating from 70-100.

SOL 6.5 – Integers

6.5 A – Need to know: model real life situations by identifying/choosing the best integer for the situation.

6.5 B – Need to know: compare and order integers using a number line and symbols
(>, <, =)

PRE-REQUISITE:
Focus Question: How can you determine if a scenario represents a negative or positive integer?

ACTIVITY 1: Students are given negative and positive scenarios and they differentiate what “pile” they go into.
Example:
1.) 10 feet below sea level/the ground
2.) a kite ascended 12 ft in the air
3.) Abby took the elevator from the ground floor of the hotel to the penthouse (5th floor)
4.) Almarie withdraws $30 from her savings account.

TARGET:
Draw a number line and place the (pre-requisite) situations on the number line to correctly order them. Then, compare two negative and positive situations and answer the focus question: “How can you determine if a scenario represents a negative or positive integer?”

ENHANCED:
Focus Question: “Draw a number line to represent how each integer changes to determine the solution.”
Students are given situations with change. They will determine the outcome of the change and note the changes of the integers.

Example:
Sam has $100 in his bank account. He withdraws $30 on Tuesday and $50 on Wednesday. He deposited $100 on Thursday and paid a utility bill of $60 that day. On Friday his car broke down and the mechanic charged $70. Does he have enough money in his account to pay the bill?