Sample Professional Development Materials


MEASUREMENT/BASE TEN ACTIVITY

Measure Me

1. Mark 1 meter in length on measuring tape by marking off decimeters with base ten rods and numbering marks.

Student with laptop2. Fill in 3 decimeters with centimeter marks using centimeters as measures and number marks.

3.Estimate circumference of head and wrist. Record estimated measures as
_________ dm and ______ cm = _______ cm

4. Use commercial measuring tape to measure circumferences.
Record the measures as
_________ dm and ______ cm = _______ cm
5. Subtract the difference between your actual and estimated measures. How close were you for each measure.
__________________________________________
Complete this equation to find the diameter of head and wrist:

Head circumference (C) = diameter ( D) x 3.14
Wrist circumference (C) = diameter ( D) x 3.14

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COMMON CORE STANDARDS FOR ENGLISH LANGUAGE LEARNERS:
POWERPOINT PRESENTATION AVAILABLE UPON REQUEST


Differentiated Instruction for Mathematics Success

Central Principles
Vary Task
Vary Procedures
Vary Context

Specific Strategies

  • Develop successful dispositions quickly with easier problems that build to more challenges
  • Select problems that lend themselves to varied approaches (easier/harder numerals, fewer/more steps, easier/harder language, etc)
  • Increase language support of students whose native language is not English
  • Post key vocabulary around room
  • Offer more group/paired work for early support and/or when needed to spark new ideas
  • Use major strategies (manipulatives, pictures, symbols) for those students who need these steps for a longer period of time

GENERAL TECHNIQUES FOR DEALING WITH LEARNING DISABILITIES IN THE MATHEMATICS CLASSROOM

  • Use Visuals and Manipulatives To Illustrate Important Ideas
  • Use Visual Cuing: Boxes, Circles, and Lines
  • Assign Fewer Problems and Minimize or Eliminate Coping from the Textbook or Board
  • Use Visual Cuing: Color Code
  • Alter, Adjust, or Reinforce the Standard Text Presentation When This Meets a Special Need
  • Allow Children To Finger Trace or Use Other Tactile Cues
  • Capitalize on Patterns and Other Associations To Promote Understanding or Retention
  • Use Auditory Cuing
  • Make Samples for Students Who Need Them
  • Carefully Sequence Instruction in Small Steps, with Adequate Provision for Practice and Review

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