Andrea

Differentiation: I always tell my students that I am the pitcher. I will pitch the ball slow at first then fast, sometimes I will through in a knuckle ball when I know that they are ready.

To me differentiation is meeting each student’s individual need by knowing how fast or slow to pitch the ball and when to though that knuckle ball that I am famous for. In educational terms, making modification, accommodations and teaching to meet all students’ needs is what differentiation is to me.


 * 1)  Differentiation maximizes learning for all students regardless of all factors
 * 2) Meets curriculum requirements in a meaningful way for achieving students' success.
 * 3) You must have many tools in your "toolbox"

Exit Slip Find the median, maximum, minimum and range of this list of numbers. Do not forget the most important part put the numbers in order. 20, 21,19,17,11,9,10,22,21

Students will read and write decimals through thousands place. Students will order decimals through thousandths on a number line. || White boards/ markers Math Masters Transparencies 106,108,109, Math Journal pages 78,79 Calculators Projector ||
 * **BASIC INFORMATION** ||
 * **Subject(s):** || Mathematics ||
 * **Grade/Level:** || 4 ||
 * **Summary:** || Students will learn decimal place value in addition to reviewing the last chapters. ||
 * **Date:** || 11/09/10 ||
 * **Period/Time:** || 10:15 ||
 * **PLANNING** ||
 * **Lesson Goal:** || Students will identify the values of digits in decimals.
 * **Period/Time:** || 10:15 ||
 * **PLANNING** ||
 * **Lesson Goal:** || Students will identify the values of digits in decimals.
 * **PLANNING** ||
 * **Lesson Goal:** || Students will identify the values of digits in decimals.
 * **Lesson Goal:** || Students will identify the values of digits in decimals.
 * **Learning Context:** || In the past unit we learned about place value. During this lesson we are taking it one step further by extending numbers into decimals. ||
 * **Objective:** || To extend the base-ten place-value system to decimals ||
 * **Evaluation and Assessment Plan:** || Students will be graded on Math Masters page 108. They will also be assessed on their unit test. ||
 * **Who are your learners?:** || I am teaching the highest of the two math classes. Out of the twenty students seven students are considered Gifted and Talented. Ten of the twenty students are in a reading intervention. ||
 * **Grouping:** || This lesson will be taught to the whole class. Students will be in pairs (they sit in pairs) when problem solving. ||
 * **Instructional Materials and Resources:** || Teacher resource book
 * **Who are your learners?:** || I am teaching the highest of the two math classes. Out of the twenty students seven students are considered Gifted and Talented. Ten of the twenty students are in a reading intervention. ||
 * **Grouping:** || This lesson will be taught to the whole class. Students will be in pairs (they sit in pairs) when problem solving. ||
 * **Instructional Materials and Resources:** || Teacher resource book
 * **Who are your learners?:** || I am teaching the highest of the two math classes. Out of the twenty students seven students are considered Gifted and Talented. Ten of the twenty students are in a reading intervention. ||
 * **Grouping:** || This lesson will be taught to the whole class. Students will be in pairs (they sit in pairs) when problem solving. ||
 * **Instructional Materials and Resources:** || Teacher resource book
 * **Grouping:** || This lesson will be taught to the whole class. Students will be in pairs (they sit in pairs) when problem solving. ||
 * **Instructional Materials and Resources:** || Teacher resource book
 * **Instructional Materials and Resources:** || Teacher resource book
 * **Instructional Materials and Resources:** || Teacher resource book
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **Focus:**

**Hook** || I will write 5,972,681 on the board. I will ask students what place value each of the digits is in as a review. I will project this short video. It is a summary of decimal points in two minutes. http://www.ehow.com/video_4754299_solving-proportions-2-variables.html?pid=1&wa_vlsrc=continuous&cp=1&wa_vrid=f01b5d09-ffa2-4037-a813-a18ec178f342 || To: I will tell students that decimals are found in everything for example money and on a ruler. I will give an example: change is the decimal for money and an example for a ruler is when you say something is 1 ½. Together we will complete Math Masters page 109 as a warm up. (Only number 1) I will teach students how to skip count using Math Masters 106. I will then show them how to do it on their calculator to check their work. With: As a class we will do number 2 on Math Masters 106. We will make an educated guess as to what numbers will be seen on the number line and then together we will check our work on the calculator. By: Students will completer number 3 and 4 on their own. Discussion: I will ask students if they noticed about the number of times they hit the addition button and the time that they got to the next whole number. (.1 added ten times is 1.) Language: I will call attention to the names of the value so that students become familiar with saying the place value names. To: I will write a number on the board. I will tell students each digit in each place value. With: I will write a different number on the board and ask students to write on their white board what place specific numbers were in. By: Students will complete Math Masters page 108. Guided Math: Students will play the scooter game on [|www.sheppardsoftware.com] for the first twenty minutes. (The twenty minutes includes computer set up.) ||
 * **Instructional Strategies:** || As a class we will say out loud each place value going in order. I Will tell students that today we will be learning about decimals. Decimals are kind of like big numbers because they have a digit that stands for a value
 * **Instructional Strategies:** || As a class we will say out loud each place value going in order. I Will tell students that today we will be learning about decimals. Decimals are kind of like big numbers because they have a digit that stands for a value
 * **Closure and Summary:** || I will ask students to discuss with a partner why it is important to use decimals. As a class we will count forward and backward in order using place value. ||
 * **Differentiated Instruction:** || I will give extended time for students to answer when using the white boards. I will also read the word problems on page 108 aloud for some students. ||
 * **Differentiated Instruction:** || I will give extended time for students to answer when using the white boards. I will also read the word problems on page 108 aloud for some students. ||
 * **Differentiated Instruction:** || I will give extended time for students to answer when using the white boards. I will also read the word problems on page 108 aloud for some students. ||