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Simplifications and Extensions

The document provides suggestions for differentiating instruction for students with various needs across 10 math lessons. Suggestions are given for gifted students needing enrichment, exceptional students, and English language learners. Some examples of modifications include having gifted students create their own problems or partner with struggling students, allowing exceptional students to have materials pre-cut or work with teachers, and allowing ELL students to work in their native language or with translators. The goal is to appropriately challenge all students while meeting their individual needs.

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109 views

Simplifications and Extensions

The document provides suggestions for differentiating instruction for students with various needs across 10 math lessons. Suggestions are given for gifted students needing enrichment, exceptional students, and English language learners. Some examples of modifications include having gifted students create their own problems or partner with struggling students, allowing exceptional students to have materials pre-cut or work with teachers, and allowing ELL students to work in their native language or with translators. The goal is to appropriately challenge all students while meeting their individual needs.

Uploaded by

api-498787304
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Simplifications and Extensions

Simplifications and Extensions

Lesson 1
1.​ ​A student who needs enrichment can
write their facts and definitions on the
back of each coin instead of just cutting
them out.

2.​ ​An exceptional child can have the


materials cut out already.

3.​ ​An ELL learner can listen to the story


in their own language.

Lesson 2 1.​ ​A gifted student who needs


enrichment would be able to partner with
a student who may be a struggling
student for the opening activity.

2.​ ​An exceptional child could be paired


with the teacher for the opening activity.

3.​ ​An ELL learner would be able to


modify the opening activity to whatever
way is easier for them to complete the
exercise.

Lesson 3 1.​ ​A student who is gifted can complete


the opening activity with another gifted
student in the class to bounce other ideas
off of each other.

2.​ ​An exceptional child may work on the


opening activity with the teacher.

3.​ ​An ELL learner can translate the


words on the bubble map into their own
language as well.

Lesson 4 1.​ A
​ gifted child who needs enrichment
can partner with a student who may need
additional help with the partner portion of
the game.

2.​ ​An exceptional child would be able to


get assistance cutting and gluing the cube
if they would need that help.

3.​ ​An ELL student could listen to the


directions in their own language.

Lesson 5
1.​ ​A student who needs enrichment
could also categorize if Alex was
spending large or small amounts of
money or If the quantity would change.

2.​ ​An exceptional child could work on the


categorizing assignment with me or with a
partner.

3.​ ​An ELL student could listen to the


directions or the story in their own
language.

Lesson 6 1.​ ​A student who needs enrichment can


make it a competition for themselves and
try to solve all 10 problems as quickly as
they can.

2.​ ​A student who needs enrichment can


take their time solving each word
problem, or partner with another student
to create their own word problem.

3.​ ​An ELL learner can complete the 10


word problems with a partner for
assistance reading and understanding the
questions.

Lesson 7 1.​ A
​ child who needs enrichment would
be able to make and solve their own
money addition problems!

2.​ ​An exceptional child would be able to


have the answers on the back of each
paper so they can just check their
answers as they answer the questions.

3.​ ​An ELL learner would be able to listen


to a rounding video in their own language.

Lesson 8 1.​ ​A gifted child who needs enrichment


can to try “roll a dollar” as fast as they
can!

2.​ ​A student who needs enrichment can


complete the dollar dice activity without
the timer.

3.​ ​An ELL student can read the dollar


dice directions in their own language.

Lesson 9
1.​ ​A gifted child who needs enrichment
could solve the word problems as fast as
they can, or partner with a student who
needs extra help and explaining.

2.​ ​An exceptional student would not have


to work with a timer or could work on
each activity by themselves.

3.​ ​An ELL learner can read the word


problems in their own language.

Lesson 10
1.​ ​A gifted student who needs
enrichment would be able to come up
with trick rules or special spots on the
board game that can make the game
more exciting!

2.​ A
​ n exceptional child would be able to
have a special job in the creation of the
board game such as naming the game or
coming up with a special rule.

3.​ ​An ELL learner could read the rules for


the board games they play on day 1 in
their own language.

Culminating Experience 1.​ ​A gifted child who needs enrichment


could be challenged to come up with an
item for the store that is a large item
students can save up for.

2.​ ​An exceptional child can work by


themselves or with the teacher when the
students are coming up with items for the
store.

3.​ ​An ELL learner can work with a strong


English speaking student for the
beginning group work.

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