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2.4D Generate and solve problem situation for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

2.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

2.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written and oral communication.

Student were given a choice board and asked to pick 2 activities to to show their understanding of adding and subtracting whole numbers up to 1,000. These two students were create a board game and creating addition and subtraction questions for their game.

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Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. 2.6A

Students created arrays and math word problems to match with the materials of their choice.

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This student was creating a board game with addition and subtraction problems.

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This student was creating a song to show what he had learned about addition and subtraction.

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Students were allowed to choose which stations and groups they went to for reviewing addition and subtraction.

2.4D Generate and solve problem situation for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

Some students chose to go to work on these TEKS in the Education Galaxy station.

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Student A- chose to create a math story problem about balloons to match her array.

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These students practiced in the Kaboom station with white boards.

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Student B- chose to use beads to make an array for 5 x 2 and wrote a math story about candy to match.

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This group played 101 and 1,001 and Done for their review.

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Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. 2.6A

I used a multiplication and division formative assessment to group my students by their level of readiness.

This students' group used more manipulatives and modeling to help them gain a better understanding or making equal groups when multiplying and dividing (repeated addition/subtraction.)

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After completing the Global Society ETIP course I realized how key communication and collaboration is for my students to learn and grow. Even though I struggle to give my student choice in the peers they work with out of fear of unwanted behavior, I learned its worth at least giving it a try. With that being said, letting my students choose which groups they worked in for centers made a significant impact on both their academic discussions and products. Students were more invested in their roles in the group since most of them chose to be in a group with friends they valued and it made for some healthy competition as well.

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Reviewing Measurement Unit:
Students used what they learned about measurement to collaborate and create their own categories to sort their measurement vocabulary into. Students chose which group they would like to work with for the activity. Once group was finished, each student was given sticky notes to provide feedback during a gallery walk.

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The students really enjoyed getting to pick the groups they worked with for this activity. I was really worried let my class choose their groups, but to my surprise, the students were well behaved and collaborated really well with the groups they chose. It can be difficult to get some of my students to have in depth academic discussions, however, during this activity students were more opened to sharing their ideas and questioning each others input.

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This students' group used some manipulatives to help them problem solve. Most of the students in the group were more familiar with these concepts and chose to draw models or equation to problem solve.

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2.8D Compose two dimensional shapes and three dimensional solids with given properties or attributes.

I used a three dimensional solids attributes formative assessment to group my students by their levels of readiness.

I provided building material and descriptions of the solids attributes for my  students who were more familiar with this concept.

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2.10D Draw conclusions and make predictions from information in a graph.

For our data topic closure I grouped students by their level of readiness to draw conclusion and make predictions about their graphs to decide the off one out. Lower groups started with graph that were more obvious in their differences (2 bar graphs and 1 pictograph) and worked their way up to the graphs that were provided for my higher groups with all bar graphs or pictograph that were labeled with different scale intervals, x and y-axis, and title.

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Differentiating and grouping my student by their level of readiness for this Odd One Out Activity was slow moving at first since some students were with new groups they were not as comfortable working with. However, once students realized that they were in a group with peers who had similar misconceptions and questions, they were less hesitant to share their ideas and ask questions. I could tell my students were are typically more shy and reserved felt more comfortable and motivated to share their ideas. look forward to differentiating for students readiness more often in the future.

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I provided a copy of the class anchor chart in addition to the description and building materials for my lower group of students who needed more assistance.  This gave them a resource they could reference to help them determine and create their solid shapes.

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I'm glad I decided to formatively assess my class before starting this activity. Having my students group by their levels of readiness and having resources available to help those who needed it made the lesson flow much more smoothly and left my students feeling confident and prepared, rather than confused and helpless. Next year I would like to differentiate by student readiness more often!