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Monica LenewayDecimal Differentiation
Here are some of the DI activities that I have made to use with decimals. I¶ve done the two bottom ones, but not the Tic-Tac-Toe.
Differentiated Learning Activity ± Tic Tac Toe
 
Subject:
Mathematics
Topic:
Decimals
Outcomes:
As a result of the learning activity, student should meet the following key skills: I can«(8) perform addition, subtraction, and multiplication to decimals, (9) perform division with decimals whenthe divisor is a whole number or a decimal, (10) apply the order of operations to decimal numbers, (11)apply problem solving techniques in application problems with decimals, and (12) develop application problems with decimals.
Readiness Levels (Tiered Assignments):
 Exceeds expectationsMeets expectationsDoes not meet expectations
Learning Preference Model:
 Visual Auditory Kinestheticx Multiple IntelligencesTriarchicOther 
Activity Structure:
 x Choice Board Learning ContractCube/Thinkdots Tri-mindRAFT Structured Academic ControversyProfiler Project/Problem Based LearningOther Tiered Assignment
Description of Learning Activity:
 Students will each be given a tic-tac-toe board at the beginning of the unit. It will be used as an anchor activity. On the board, students will choose any three squares that complete a tic-tac-toe. They maychoose to do additional squares as well.
Assessment:
 Each activity will be submitted individually, and assessed informally with feedback given. There will beno grade, but feedback will be based on whether or not they did what the box asked them to do, andwhether or not their ³solutions´ are mathematically sound.
Closure/Sharing:
 Students will share their activities in small groups. They will choose one of their activities to display inthe classroom, and some will be used by the class for review.
 
Tic Tac Toe BoardAnchor Activities(musical)Make a rhyme or chant to help youand others remember the order of operations
or 
how to divide withdecimal numbers.(intrapersonal& verbal/linguistic)Create three story problemsinvolving decimals. As you writeand solve each problem, write athink-aloud, including your reasons as to why you chose the problems and numbers that youchose.(visual/spatial &logical/mathematical)Look at the story problems in theapplication section of the book. Make a frequency table andhistogram for the number of  problems that are solved byaddition, subtraction,multiplication, division, andmultiple-step problems.(kinesthetic& interpersonal &logical/mathematical)Get your family members together and have them make piles of all of their spare change. Count andrecord how much money each person has. Use these numbers tomake and solve equations.(free)You will find a creative way toreview for the test. Make sureyour review includes at least twoitems from each section that we¶vecovered in our unit.(naturalist)Take a nature walk, looking for and recording, items that may havethe golden ratio. Then look theitems up on the internet and see if they are indeed golden ratioexamples.(interpersonal& visual/spatial &verbal/linguistic & kinesthetic)Interview four family members or friends on how they use decimalsin their everyday life. Record your questions and their responses in acreative way (as a story, in agraphic organizer).(logical/mathematical)Solve the puzzle in folder 8. Thenmake another math puzzle (similar to it or a different kind), involvingdecimals.(verbal/linguistic)With others interested in thisactivity, take turn reading thecopied chapter of 
Where Do I Put the Decimal Point?
. Each of youwill then write a summary of waysto reduce math anxiety based onthe reading. Copies of the chapter will be found in folder 9.
Puzzle in Folder 8
This unit is devoted to the study of decimal numbers. Use what you learn in this chapter to perform theoperations shown in hints
a
-
. Then use the hints to help you complete the puzzle. Each row and eachcolumn in the grid must use the numbers 1, 2, 3, 4, and 5 exactly once.Hints:
a
. Simplify 0.8 + 12.12 + 7.33. Place the tenths place digit in box
a
.
b
. Simplify 60.75 ÷ 0.3. Place the number of digits to the left of the decimal point in box
b
.
c
. Simplify 1.7625 ± 1.56. Place the number of digits to the right of the decimal point in box
c
.
. Simplify 8.1 × 0.25. Place the thousandths place digit in box
.1 3
a
43
c
 5
 
b
 
 
Differentiated Learning Activity ± Cubes
 
Subject:
Mathematics
Topic:
Decimals
Outcomes:
As a result of the learning activity, student should meet the following key skills: I can«(8) perform addition, subtraction, and multiplication to decimals, (9) perform division with decimals whenthe divisor is a whole number or a decimal, and (11) apply problem solving techniques in application problems with decimals.
Readiness Levels (Tiered Assignments):
 Exceeds expectationsx Meets expectationsDoes not meet expectations
Learning Preference Model:
 Visual Auditory KinestheticMultiple IntelligencesTriarchicx Other 
Activity Structure:
 Choice Board Learning Contractx Cube/Thinkdots Tri-mindRAFT Structured Academic ControversyProfiler Project/Problem Based LearningOther x Tiered Assignment
Description of Learning Activity:
 Students will work in pairs that are assigned to them based on their ability/readiness level. There will bean advanced cube and a basic cube. Each student will take turns rolling. Each problem must be solved, but will only be solved once (so if the problem appears more than once, the cube should be re-rolled). The person rolling the cube is responsible for solving the problem; however, both members maydiscuss how to solve it. Therefore, each student will turn in their own three problems on a sheet of  paper. See attached for the cube templates.
Assessment:
 Students will be assessed by a rubric. They will be assessed as a group, based on the processes used tosolve each problem, as well as individually, based on each students¶ answers to their own three problems. Students will receive constructive feedback on their processes, as well as their final solutions.
Closure/Sharing:
 Prior to turning their work in for assessment and feedback, students are already sharing with each other which processes should be used for each problem. After feedback is given, students will pair back up toreview the feedback, have a chance to re-work any incorrect problems together, and resubmit.

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