Megan FortgangPage 110/27/2018

Differentiation for 3 Consecutive Lessons: Math Trailblazers Unit 12

Day 1  Lesson 1: Part A – Tangrams

Grandfather Tang’s Story (a folk tale told with tangrams) and animal tangram puzzles.

Homework: Review problems worksheet

Day 2  Lesson 1: Part B – Tangrams

More complex tangram puzzles (locations for individual pieces not identified, just an outline and students must fit all 7 pieces within the outline).

Start the making a square with 7 pieces challenge.

Homework: Create their own tangram puzzle

Day 3  Lesson 2: Building with Triangles

Students try their classmates’ tangram puzzles.

Introduce triangle vocabulary.

Lines of symmetry and finding area of a shape.

Homework: Finding area

Student with… / Methods of Differentiation
A Hearing Impairment / Provide written directions.
Visual demonstrations (on the document camera).
A book for the student to read along as students’ hear Grandfather Tang’s Story read aloud.
Provide visual and sign cues when transitioning activities.
A Wheelchair / Student may not necessarily need too many accommodations in terms of lesson content.
Provide easy access to materials.
 A flat work surface close enough to use tangrams from the wheelchair.
ADD / Short activities – not the same activity for an extensive period of time.
Written step-by-step instructions (concise).
Permit the student to work standing up or on the floor.
Lesson already supportive of attention difficulty students because there is independent work that students can work on at their own paces and switch puzzles frequently with varying levels of complexity.
Transitions where the student can get up to trade materials.
An uncluttered workspace – not to many or excessive materials nearby at any given time.
A quiet workspace to allow for higher focus.
Emotional Problems / A quiet workspace to allow for higher focus.
A slow increase in complexity so the student isn’t overwhelmed and feels positive about successes.
Advanced warning before transitions.
Clues, “tidbits,” to encourage progress and avoid frustration.
A Visual Impairment / Lesson 2: physically touching the different components of the shape to learn the vocabulary.
Multiple sets of tangrams so that student can set up multiple puzzles to compare and contrast the different shapes created at the end of the puzzle.
Take photos for assessment of work since student may not be able to trace work.
Textured tangrams to be able to tell the differences between the shapes and sizes in a multiply kinesthetic way.
Textured lines on grid paper/grids marked out with string lines so that student can measure the area and identify the number of squares inside the shape.
Flexible tangrams so that they can be physically manipulated to find lines of symmetry.
Physical models (such as templates cut from cardstock or cardboard) for student to attempt to place tangrams on top of the models to reconstruct the shape by touch rather than sight.
Physical and auditory cues when transitioning activities.
Worksheets in Brail or tape recorded.