How can I differentiate through student product in my classroom?
In a week or two, I will start introducing the students to double-digit addition. At various times in the year, I have briefly introduced this concept. The first time they will all solve the same problem. They will record their work, answer, and verbal explanation of how they arrived at their answer on the iPad using Show-Me. After I have taught the concept and they have had time to practice it, I will again have them solve a double-digit addition problem. They will again record and explain their response.
~Add using numbers up to 100 including adding a two-digit number and a one-digit number
~construct arguments using concrete referents such as objects, drawings, diagrams, and actions
~justify conclusions, communicate conclusions
|Add double-digit up to 100||Construct argument with objects, drawing, diagrams, etc.||Justify and communicate conclusions|
|Can add triple digits or higher with accuracy||Can construct arguments on triple digit or higher equations||Can effectively communicate conclusions on triple digit equations.|
|Can add double-digit equations with accuracy||Can construct arguments for double-digit equations.||Can effectively communicate conclusions on double-digit equations.|
|Can add double-digit equations with some help||Needs some help constructing arguments for double-digit equations||Needs some help communicating conclusions.|
|Beginning understanding of double-digit addition||Needs a lot of support in constructing arguments for double-digit equations||Does not understand how they arrived at the conclusion.|
I consulted with my PLN on a plan. It took a lot of twittering to figure out what I was exactly supposed to do so hopefully I understood everything and did it correctly.