Assignment 2: Differentiated Learning Experience

Name & Student Number: Stuart Anderson 2168651

Curriculum (Learning) Area of Lesson or Learning Task: Mathematics – Number and algebra strand
Specific Topic of Lesson or Learning Task: Recall multiplication facts
Year Level/s: 3 – Bilingual Class (English and Auslan)

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

 Learning Menu or Agenda
 Choice Board (Tic-Tac-Toe)
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

 Readiness
 Interest
 Learning profile preferences

Lesson Context
This lesson refers to elements contained in the contents description of the number and place value sub-
strand. This is set in week 10 of Term 1 and students have come away after learning the following: odd and
even numbers; recognise, model, represent and order numbers including using the number line; partition
calculations and problem solving; showing the connection between addition and subtraction; recalling addition
facts and subtraction facts to develop mental strategies (computation). In this lesson, students are recalling
multiplication facts and division facts. This relates to the Australian Curriculum: Recall multiplication facts of
two, three, five and ten and related division facts (ACMNA056) and the elaboration for this is establishing
multiplication facts using number sequences. In the next lesson, once students have demonstrated their
ability to recall both facts, they will focus on developing their problem solving and using efficient mental and
written strategies including using technologies. As always, students are familiar with this bilingual class and
continue learning Auslan vocabulary and the context of the language structure in Auslan. ✓
 Learning Objectives
As a result of engaging with the differentiated lesson or task, students will:
Know Understand Do
• Students will know the • Students will establish their • Students will choose three
multiplication facts and the understanding of multiplication different tasks to demonstrate
division facts facts using number sequence. their ability to recall
multiplication facts and
division facts.

Essential Questions
1) What can you recall?
2) Can you remember a way to multiply a two-digit number by a single digit number e.g. 36 x 7?
3) Can you remember a way to divide a two or three-digit number by a single digit number (no remainders)
e.g. 287 ÷ 7?

Lesson Plan
Lesson Sequence Explanatory notes
1) Welcome and introduction (whole class) A chance for students to recall multiplication facts
and division facts. Don’t worry if students are not
2) Teacher to ask questions to students about being able to recall everything, teacher can give them
multiplication and division facts. What do they a chance to do a go over many strategies for
remember what those facts are? Ask for multiplication and division facts.
examples.

3) Show the Tic-Tac-Toe Activity on the SmartBoard See appendix 01 with instruction. Also, there are
and ask students if they know how to use Tic- instruction for each task which is clearly explained.
Tac-Toe activity? Explain the process of how to
do this activity.

4) Start with the middle box with the whole class See below Differentiation section showing the 9
(Study the Multiplication Strategies) boxes.

5) Demonstrate with A3 poster handouts and ask

students questions if they remembered any of See appendix 06 – Study the Multiplication Strategies
those strategies. Encourage them to try and
explain in their own words/signs.

6) Once completed this task, do an Auslan sign to This is the first cross for tic-tac-toe, need another 2
show a ‘crossed-off’ the middle box. more to complete a row.

7) Before students goes away to do the remaining See appendix 01 for all tasks instruction. Some of the
tasks, teacher need to go over a brief instruction task have extra instruction information where
for each task to ensure students knows what to indicated.
do.

8) Teacher to allow students to choose two more Students can choose to either work alone, pairing or
tasks that they feel comfortable to work with. in small group.
 Differentiation
Tic-Tac-Toe Activity:
Recall Multiplication Facts

Directions: Pick three activities to complete that are in a row either vertically, horizontally or diagonally.

Maths Word Problem

Multiplication or Division Multiply It or Divide It!
Match-Up Game: 0-50
Working Cards Board Game
Division and Multiplication

Study the Study the Multiplication and Division

Multiplication Chart Multiplication Strategies Facts Flashcards

Fact Family Icosahedron

Polygon Puzzle –
(4, 7, 12 Multiplication and Student Choice
Multiplication
Division Facts)

A full instruction for each activity can be found in appendix 1. The rest of the activity resources are found in
appendices 2-10. ✓ great resource 😊

Lesson Closure/Check for Understanding

For best practice, teacher should walk around the room and have a little chat with each group or individuals
where applicable. Either to talk with them or just listen from a short distance to ensure from their dialogue they
are on the right track and are doing the activity correctly. It may not be possible for a teacher to check all 8
activities in the same lesson, although most of their worksheets can be left at the teacher’s desk once
completed, to be mark at later time.
Below is formative assessment for each activity which will guide what the expected outcome from students to
show their knowledge and understanding.
Formative Assessment
- Multiplication or Division Working Cards: Students will write down their answer in the box and should
show their working underneath the box. This should be handed in once completed. If a student is unable
to complete in time, this is okay. Ensure the student write their name and hand it in for teacher to check to
see where they might be struggle with and offer further guidance.

- Maths Word Problem Match-Up Game: 0-50 Division and Multiplication: Teacher would need to check on
this activity and ask a student to explain their understanding once they have matched up the four cards.

- Multiply It or Divide It! Board Game: Teacher should listen for a student to show his/her working to prove
the answer is correct and that other students in the group knows this is correct in order for the board
game to succeed.
- Study the Multiplication Chart: Teacher should check on students and ask questions where appropriate to
have a ‘light’ discussion with students to demonstrates their understanding from the chart.

- Study the Multiplication Strategies: This is covered during the lesson sequence point 4-5. Teacher should
ensure that all students understand how to use some of these strategies. Remind students to look at
posters on the wall if they get stuck at any point and say, “try another way if it helps”.

- Multiplication and Division Facts Flashcards: This is a good warm up activity for students to have a
dialogue with each other when working out the answer for both multiplication and division. Teacher could
either listen from a distance to the group or ask a question or two to check on their understanding. For
example, what strategy did you use to provide this answer? Does it help?

- Fact Family Icosahedron: Teacher should check on this more closely and look at their written work to
make sure the answer is correct. Students can hand in this on the desk whether it is completed or not.
Ensure student write their name on it.

- Polygon Puzzle – Multiplication: This is like a jigsaw, putting all pieces together. An answer sheet is
available for teacher to check their answer. Another option would be for students to have a copy of the
answer sheet AFTER they have completed their puzzle. If the answer is incorrect, they can have a
dialogue to discuss what may have gone wrong and how to remedy it. ✓

Explanation:
This lesson is an example of differentiated lessons designed to address students’ differences. As Tomlinson
(2014) says in her research that “a differentiated classroom is, of necessity, student-centred” (p. 21). Being
able to identify students’ differences, teachers can explore different differentiation strategies to select the
appropriate one for this lesson. Sometime this strategy may not be suitable for other lesson of a different
topic, but at least there are many other strategies that can be adopted. And teachers knowing their students’
learning needs is paramount and essential to help with effective planning, clear instruction, and an increased
sense of teacher efficacy (Santiago, Mcgregor, Nusche, Ravela, & Toledo, 2012). ✓
The differentiation strategy chosen for this lesson – Tic-Tac-Toe – is appropriate because of the complexity of
recalling multiplication facts and division facts. Some students have confidence issues, and others have
different learning styles, in particular with visual, auditory and kinaesthetic learning modes (Gilakjani, 2012).
Choosing this type of strategy is good for students to make the choice that they feel most comfortable with.
Giving students a choice in mathematics can encourage their self-motivation and help them regulate their own
learning, as Ferguson (2014) found in her study. So, students to making their own choices will certainly help
them with their learning process and they can do this by trial and error, trying different activities and
implementing strategies to identify what works best for them. And with trying out different activities, students
can transfer their learning to expand their knowledge and understanding (Bransford, Brown, & Cocking, 2000).
When choosing the best differentiation strategies for this topic – such as mathematics – a decision to ensure
this strategy is suitable is important because this topic focus on recalling what students have learned with
multiplication facts and division facts. Believing in giving them a choice by adopting this tic-tac-toe strategy is
the best option for this lesson and this give students the opportunity to participate in multiple tasks in order for
them to practice, learning and extending their understanding of concepts (Preszler, 2006). ✓
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and
school. (J. D. Bransford, A. L. Brown, & R. R. Cocking, Eds.). Washington, D.C.: National Academy
Press. https://doi.org/10.17226/9853
Ferguson, S. (2014). Student choice: A powerful strategy for differentiation. Mathematical Association of
Victoria, 29(2), 18–22. Retrieved from https://search-informit-com-
au.ezproxy.flinders.edu.au/fullText;dn=247548839771052;res=IELHSS
Gilakjani, A. P. (2012). A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of
the Teachers. I.J.Modern Education and Computer Science Modern Education and Computer Science,
11(11), 51–60. https://doi.org/10.5815/ijmecs.2012.11.05
Preszler, J. (2006). On target: Strategies that differentiate instruction. Black Hills Special Services
Cooperative (BHSSC), 1–28. Retrieved from http://www.sdesa6.org/content/projects.htm.
Santiago, P., Mcgregor, I., Nusche, D., Ravela, P., & Toledo, D. (2012). OECD Reviews of Evaluation and
Assessment in Education: Australia, 242. https://doi.org/10.1787/9789264172647
Tomlinson, C. A. (2014). The differentiated classroom: responding to the needs of all learners (2nd ed.).
Alexandria, VA: ASCD.
 Appendix 01

Instruction Guide

Steps:
1. Select one required task for all students. Place it in the centre of the board.
2. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row (vertically, horizontally or
diagonally).
Adaptations:
• Allow students to complete any three tasks—even if the completed tasks don’t make a
Tic-Tac-Toe.
• Assign students tasks based on readiness.

1. Multiplication or Division Working Cards

o Use this teaching resource in the numeracy classroom so that your students can
consolidate their understanding of multiplication and division problem solving.
o This resource encourages students to determine which operation/s they must use to
solve the problem, before demonstrating their working out and answer.
o Print out the working cards and laminate them. Students use a marker to complete the
card.
o A black and white version of this resource has been provided.
o An answer sheet for this resource has been provided.

2. Maths Word Problem Match-Up Game: 0-50 Division and Multiplication

o Twenty-word problem cards for division and multiplication using numbers 0-50.
o Print, cut and laminate these cards.
o Students are required to match up the word problem, number sentence, answer and
picture.

3. Multiply It or Divide It! Board Game

o A board game to play in groups when learning to multiply and divide numbers by 10
and 100.
o Use this teaching resource to help your students apply their understanding of place
value to multiply and divide by multiples of 10.
o Print and laminate the gameboard and instruction page. Stick the question cards and
their associated label (multiply or divide) together and laminate them.
o Students work their way around the board, following the instructions on each square
they land on. The winner is the first person to reach the finish square.
o More comprehensive instructions on how to play the game are included in the
resource.
4. Study the Multiplication Chart

o Multiplication is so important, but it can be a difficult concept to master.

o Use this Multiplication Chart to assist your students with learning their times tables.
o Useful tip: Print it out and put it up as a poster in your classroom or print little copies
out for each of your students to keep on their desks or in their books.

5. Study the Multiplication Strategies

o A set of nine posters with clear examples of multiplication strategies.

o The nine multiplication strategies include:
• repeated addition
• array
• equal groups
• number line
• commutative law
• doubling and halving
• doubling
• use friendly facts
• adding known facts

6. Multiplication and Division Facts Flashcards

o A complete set of multiplication and division facts flashcards.

o Print these flashcards and then stick the question and answer back to back.
o Useful tip: Laminate them so they last longer.

7. Fact Family Icosahedron (4, 7, 12 Multiplication and Division Facts)

o A hands-on game to play when learning about multiplication and division fact families.
o Print the icosahedron net and blank answer sheet for each student. Students cut out
the net, fold along the lines and glue the tabs to form their own icosahedron.
o Students roll the icosahedron to land on one fact family. Students then complete the
two multiplication and two division number sentences underneath the corresponding
number on the blank answer page.
o An answer sheet is provided for this resource.

8. Polygon Puzzle – Multiplication

o A matching game that helps students to develop their multiplication skills.

o Simply print out the background template page and laminate it so it can be used over
and over again. Then print out the puzzle pieces and cut and laminate them also. Make
sure you keep all of the pieces from each set separate, so they don’t get mixed up.
o The aim of the game is for students to put the Polygon Puzzle back together by looking
at the multiplication question and then placing the answer next to it.
o The games start out easier and then move up in complexity as students improve their
multiplication skills.

(Appendix 02-09 is on separate file in PDF of the same name)