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Math.2.OA.B.2

Common core State Standards

Math: Math

2: Grade 2

OA: Operations & Algebraic Thinking

B: Add and subtract within 20

2:
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does using technology give Mr. Pronovost the freedom to differentiate?

2. Notice the difference between Planet Turtle and Dream Box. Why did Mr. Pronovost choose to use both programs?

3. How does Mr. Pronovost structure his lesson to incorporate technology?

School Details

Belle Haven Elementary School
415 Ivy Drive
Menlo Park CA 94025

Data Provided By:

Teachers

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Differentiating in Math Using Computer Games

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Second grade teacher Robert Pronovost explains how he uses technology when teaching addition and subtraction. Students use two computer programs, Planet Turtle and Dream Box, to practice math. While students work on computers, Robert teaches differentiated math lessons in small groups.

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Reteach and Enrich: How to Make Time for Every Student

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Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader.
Click on any title link below to view or download that file.
Lesson Plans & Rubric - Reteach and Enrich

Sample materials used to teach, assess, reteach, and enrich one week's fifth grade math objective: differentiating prime and composite numbers. Watch our video or read the article to learn more about Mesquite's Reteach & Enrich program.
Reteach Examples Enrich Examples
Example of a game played in enrichment class
Websites
Activities used by Mesquite teachers for teaching prime and composite numbers

Tools for Data Assessment

Teachers at Mesquite meet weekly with the student achievement teacher to review the most recent assessment data and plan instruction for each student accordingly.
5th Grade Math Formative Assessment Tracking Sheet
Sample spreadsheet used to track student performance on each objective.
Tracking Sheet for Bottom 25 Percent of 5th Grade Students
Students whose performance falls in the bottom 25 percent of the class are tracked more closely using spreadsheets like this one.

Benchmark = 1 quarter

AIMS is the state standardized test

PL = Performance Level on AIMS

M = Meets

A = Approaches

FFB = Falls Far Below
Class Development Profile Grid
Grid displaying per student performance for each objective on a benchmark test.

MS = Meets Standard

AS = Approaches Standard

FS = Falls Below Standard
Development Profile Fifth Grade Class
Profile report of overall performance for one fifth grade class on a benchmark test.
Development Profile for Fifth Grade
Profile report of overall performance for entire fifth grade on a benchmark test. Codes such as S1C1, S1C2, are weekly performance objectives; M05 is Mesquite, 5th grade.

Culture

Websites & Readings

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Resources and Downloads for Differentiated Instruction | Edutopia

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Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. Click on any title link below to view or download that file.

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What does differentiation actually mean?

You have heard the word a million times before and you are pretty sure that differentiation means changing the way you teach to reach all the learners in your class. But what does that exactly mean?

Here's the low-down on what differentiated teaching is and what it isn't.

What it's not!

I used to think that differentiated instruction was meeting the individual needs of a student through individual instruction and 'remedial' practices. Differentiated teaching is not:

1... about individual instruction

Although there will be times that individual instruction happens in the classroom, it is not the goal of a differentiated classroom. Differentiated teaching and learning incorporates individual, small group and whole group teaching. Many people believe that if you are teaching to the whole group or a small group that the needs of individual students are not being met. On the contrary, whole group and small group instruction can be very successful if followed up with differentiated activities that promote mastery.

2... freedom of choice completely

Students should have an input on instruction, but they do not drive the topics and curriculum. Differentiated learning includes student voice and student agency, but there are limitations. Ultimately the teacher is responsible for ensuring that students meet the standards, therefore they need to give boundaries for student choice.

3... about more or less

Many teachers believe that differentiating means they should adjust the workload of students based upon ability. More doesn't mean better. Altering projects and assignments that causes students to reach their potential for growth is the best approach.

4... a solution to all student learning difficulties

A differentiated classroom provides opportunities for student success, but not a guarantee that all students will succeed. Students bring with them individual needs - (sometimes labelled as learning styles) and barriers to learning that may make student achievement challenging, even in a differentiated classroom.

What it is!

I have since learned that differentiated instruction allows for multiple pathways to ensure that students have equal and appropriate access to curriculum; with a variety of classroom instruction techniques and assessments. Differentiated teaching:

1... should be proactive

Teachers should anticipate the learning needs of students and tailor lessons to fit. The learning opportunities should be robust enough to challenge every student in the class, but not so challenging that students are feeling overwhelmed and frustrated and shut down.

2... often involves group work, but not always

An effective differentiation strategy is to group students heterogeneously, not homogeneously. Students can bring both strengths and weaknesses to the activity and work together for the benefit of all students. There are times when whole-group teaching is effective and can be followed up with small group and individual activities designed to meet students' needs.

3... is more about formative assessment than summative assessment

In a differentiated classroom, you don't wait until the end of a unit to see who mastered the information. Assessments should happen all throughout the learning process. This style of teaching allows the teacher to design and adapt lessons that make the most of every student's potential and attend to weaknesses as they arise.

4... should have multiple activities and assessments

One size does not fit all and there should be a range of activities and assessments that allow students of all levels to demonstrate mastery of information. Clear objectives help to create meaningful assessments that are tailored to individual students' needs.

5... should be student centred

It's no secret that effective learning experiences are based upon student interests and filled with engaging and relevant activities. Teachers who differentiate, build upon the diversity of student's learning foundation. They modify and adapt activities/assessments to push students for maximum growth while including opportunities for student voice.

Our students come to us with important differences and learning needs. As a teacher, if differentiated learning helps to address those differences and sets the foundation for success for every student, and in turn, those who embrace differentiated teaching methods, experience success just the same!

Links

Want to know what differentiation is all about?

See Sue Cowley's new book The Ultimate Guide to Differentiation.

"This book answers that question so that teachers feel confident to say this is differentiation. There is a great deal of confusion around what the term differentiation means, what different kinds of differentiation look like, and concerns about how differentiation can add to a teachers workload. This book passionately outlines the pedagogical necessity of differentiation, and is also a highly practical and realistic guide to doing differentiation in a real-life classroom situation."

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What does differentiation actually mean? You have heard the word a million times before and you are pretty sure that differentiation means changing the way you teach to reach all the learners in your class. But what does that exactly mean?

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Station Rotation: Differentiating Instruction to Reach All Students

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How does using technology give Mr. Pronovost the freedom to differentiate?
Notice the difference between Planet Turtle and Dream Box. Why did Mr. Pronovost choose to use both programs?
How does Mr. Pronovost structure his lesson to incorporate technology?

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ADD sticky below with your AEIOU  as a reaction to video.

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3 things you learned about Padlet.

2 things you will share with a peer.

1 way you plan on using Padlet.

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ADD sticky below with THREE 6 word stories as your reaction to video.

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3 things you learned.

2 things you will share with a peer.

1 idea you plan to implement.

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3 things you learned about Quizlet.

2 things you will share with a peer.

1 way you plan on using QUIZLET.

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ADD a sticky below,  use the following frame as a reaction to the article.

I used to think...
But now, I think...

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ADD a sticky below,  use the following frame as a reaction to the article.

Red: What should I stop?
Yellow: What should I start?
Green: What should I continue?

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The teacher chose to use Planet Turtle first. This site allows students to practice basic concepts. This is the same practice for everyone.

The teacher then instructed the students to use Dream Box.  Dream box is an app that is based on  individual needs and the students are provided practice according to the student's level.

He introduced the concept first. Then the students were allowed to use Planet Turtle or Dream Box. This allowed the teacher to work with small groups. Also, this provided immediate feedback for the students and the teacher.

Good site! We will use this idea on Fridays during Math centers.
We use Zearn.
Zearn aligns with Engage NY. We also have Door 24 that aligns with i-Ready.

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-The use of technology has given the teacher the opportunity to work in small groups with the struggling students, while the other students are on Planet Turtle, providing immediate feedback for the students. The students were also given tools, such as the white boards which kept them engaged without direction and supervision. After completing basic practice on Planet Turtle, students knew to move on to Dream Box for leveled independent work.

-Planet Turtle is basic practice which review the concepts they had been learning as a whole group. Students were able to receive immediate feedback from the program. Dream Box was individualized for each student and allowed them to move forward as they successfully completed each level.

-The teacher introduced the lesson in whole group instruction using clue words, reminding them to add or subtract. Students were then instructed to begin on Planet Turtle, then move on to Dream Box for independent work. This allowed the teacher to work in small groups with the students who were struggling or needed extra help with the topic.

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Red- Making sure we stay on our literacy center schedule, keeping a close eye on the time.

Yellow- Extension activities, for the students who complete their assignment. Social interaction in the teacher group. Start using a bell for transitions.

Green- The way we group our students. The type of centers we have created for our students. The timing of stations. Continue creating differentiation centers for all of our students to feel successful - visual, hands on, writing, verbal.

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Green: 20 minutes of small group instruction-- 3 centers with 3 adults --1 assistant in each center-- different modalities

Yellow: Today we considered how to implement mini-lessons between each rotation. The mini-lessons would provide more direct instruction and then allow the students to utilize what he/she just learned.

Red: What we need to stop-- rushing through each rotation. The quality of work is not the best it can be- because of the limited time.

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3 Things You Learned-
1. Padlet is an interactive way to get kids to respond to things we may be doing on paper - just in a different format.
2. There are multiple formats to use for different activities. I like the 'shelf' format that is more organized. Will help the kids find information more easily and add their own responses.
3. Links can be added to other websites and videos. Easy way to give kids directions that they can access on their own.

2 Things to Share with a Peer
1. You can use Padlet to create a scavenger hunt for students to search for things and add pictures for a class collection - ex: shapes scavenger hunt
2. You could create a virtual KWL and have students respond rather than using sticky notes (that always fall down for me!)

1 Way to Use Padlet:
1. I would love to try and use Padlet possibly as a KWL when we study Sharks in a few weeks. I also like the idea of a math scavenger hunt and having students find the shapes around campus and add to a Padlet wall.

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3. Three Things I Learned:
- I have been using Padlet for morning work, however, it can also be used to incorporate scavenger hunts within the classroom.
- Padlet can be a great resource to use as an Exit Ticket following lessons.
- Padlet is a great tool to have students to track their thinking/learning. It can also be used to generate classroom discussions based upon the students' notes about their thinking/learning.
2. Two Things to Share:
- I would love to share how I started to use Padlet in my own classroom in order to get students comfortable with the layout and so they could learn how to use the website.
- I would also like to share that Padlet can be used as a resource to replace pencil and paper assignments.
1. How I Plan to Utilize Padlet:
-I plan to use Padlet in my upcoming Geometry Unit. I also want to incorporate it into my Readers Workshop.

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3 Things You Learned -
1. Padlet has different templates you can use.
2. You can attach videos/websites for the students to explore.
3. Padlet is a great tool to kick start conversations about a topic.

2 Things to Share -
1. Various ways to use Padlet in classroom - introducing new topics, exit tickets, conversation starters.
2. This online tool can be used in place of paper/pencil format.

1 way to Use -
1. I would like to use Padlet in the morning as the students arrive to introduce them to a new topic for the day or week and to build their excitement and interest in this topic as well as to explore what they may already know.

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Three Things I Learned-
-Padlet has a variety of templates that can be used based on the type of assignment you have planned.
-Padlet is an online source where students can respond to a question that is posed.
-Padlet allows you to attach websites, images and videos for the students to explore.
Two Things I Will Share-
-Padlet would be a great source to use during our morning work time.
-Padlet would allow us to engage the students in an online activity rather than responding on paper.
One Way I Plan on Using Padlet-
-I plan on incorporating Padlet during my morning work time and during my Reader's Workshop.

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I used to think that differentiated instruction was basically either "altering" the activity based on student ability to meet their needs or best done through small group instruction. Basically - I guess I thought it was all about individual instruction - which is not what it is. I never thought of freedom of choice as being a way to provide differentiation.
Now I see/think that there are different means to providing differentiated instruction - it could be whole group, but also small group and then individual activities that meet student needs. Assessing along the way will allow me to see who is mastering the concept and what I need to do to adapt learning for those who are struggling. Multiple activities will allow students to demonstrate mastery in a variety of ways - as long as clear objectives and expectations are set, students can show mastery in the way that they choose.

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I used to think that differentiated instruction was about modifying the length of the assignment, or the "difficulty level" of the assignment to meet the needs of the individual student. I used to also think that differentiated instruction was only done during small group instruction time.
But now, I think differentiated instruction is more about providing a choice for the students in their learning. I now know that differentiated instruction can also be done in a whole class setting and in heterogeneous groups.

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I use to think differentiated instruction was more about small group instruction and different ability leveled activities without a lot of free choice. I learned through this article that it also incorporates whole group and heterogeneous grouping. It also includes free choice made by the students which I found myself brainstorming how I use this in my classroom.

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I used to think that differentiating was just increasing or decreasing the workload, providing small/individual instruction, and working with students based upon their ability level. After reading the article and talking with my teammates, I was surprised to learn that differentiating is also incorporating whole and small group instruction as well as providing a choice within their learning. Awesome article!