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Name & Student Number: Costi Tsakiridis - 2113358
Curriculum (Learning) Area of Lesson or Learning Task: Mathematics
Specific Topic of Lesson or Learning Task: Fractions, Decimals & Percentages
Year Level/s: 6/7
Differentiation Choices
Mark the appropriate box/es
Context
This choice board will be introduced in a lesson towards the end of the unit on decimals,
fractions and percentages. A few days prior to this lesson, the students will complete a preassessment activity (see appendices 1) which will give the teacher an indication of whether their
students will be able to complete the task successfully. Students will be asked to select three
different activities from the choice board. The three activities that the students choose on the
choice board will be used as summative pieces of assessment. If the student fails to reach the
pass mark of 50% on the pre-assessment task, the teacher will spend extra time with these
students whilst the others complete their choice board activities. For the students who need the
extra time with the teacher, the amount of activities they need to complete by the due date will
alter; these students will only need to complete two tasks of their choice.
Due to the range of ability and readiness levels within the class this choice board ensures the
learning task is differentiated to address differences in students readiness, interest and learning
profile preferences. One student in the class suffers from Autism Spectrum Disorder (ASD). The
pre assessment task has indicated that five students in the class of 30 will need extra time in
lesson 7 to work on their shortcomings in the area of decimals, percentages and decimals.
Students will have mathematics lessons as well as homework time to prepare their work. The
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lessons that will be dedicated to working on their activities on the choice board will be
highlighted in an overview of the unit plan below:
Lesson 1: Introduction to decimals
Lesson 2: Introduction to fractions
Lesson 3: Introduction to percentages
Lesson 4: Converting decimals to fractions & percentages
Lesson 5: Converting percentages to decimals & fractions
Lesson 6: Converting fractions to percentages & decimals
Lesson 7: Introduce the choice board to the class + work closely with students who failed
Pre assessment activity
Lesson 8: Work on choice board activities
Lesson 9: Work on choice board activities
Lesson 10: Work on choice board activities
Lesson 11: Presentations to the class
Explanation:
This choice board is an example of differentiation as it is providing the students with a range of
different ways in which they can choose to show their knowledge of decimals, fractions and
percentages (Algozzine& Anderson, 2007). Within this choice board, we have given the students
nine different activities, which have a range of different ways to present the students knowledge
on decimals, percentages & fractions. It caters for students who prefer visual, verbal,
kinaesthetic, technological, musical/rhythmic, logical/mathematical, naturalist,
intrapersonal/reflective and intrapersonal/group ways of presenting things.
Within the activities on choice board there is a lot of room for students choice when completing
a task (Tomlinson, 2010). For example in activity 3, we are allowing the student to choose a
recipe of their own, instead of providing one. This is an example of catering to students interest
because if this is of a recipe of a food they like, they will be more inclined to finish the task as it
is catering to their interests.
Each activity will have its own individual rubric (see appendices 4) in which it will be marked
from and the scores of the three activities that the student complete will be added together to
give them the final grade for this unit of work. Exit cards (see appendices 2) will be filled in by
the students in order to identify and assist those students who may be having some difficulties
with the task. Students will be provided with help cards (see appendices 3), these will assist
them if they run into difficulty remembering some of the rules with converting fractions, decimals
and percentages. Each student will receive an Activity Explanation sheets (found in lesson
plan) in order to give them an extended understanding for on what is expected of them. This will
allow the teacher more time to spend with the students who require the extra attention.
To cater to the student who has ASD within the class we will be sure to ensure that the work
given to the student is achievable. For this reason, the student will only be required to complete
one of the activities. He will also be working very closely with an SSO who will provide support
for him when he wants and needs it. As the student is generally a student who prepares creating
and working with visuals, I was sure to add in activities that would be appealing and obtainable
for this student. I was sure to add in as many visuals in the explanation sheet to give this
student, and other, a better chance of understanding what is expected.
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In a group with at least two other students, discuss real life situations where you would use fractions,
decimals or percentages. Make a list of at least 10 uses and act these out for the class. Be sure to find
two other people who will be interested in this activity before choosing it. Your groups can be larger than
that if you like.
Tell students that they are to start working on their choice boards and that they will have the rest
of the lesson to do so. Students who identified as failing the pre assessment task to join the
teacher in a small group in a quiet spot in the classroom.
Body - 20 minutes:
Work with the small group of students who are having problems with fractions, decimals
and percentages.
Watch videos;
o https://www.youtube.com/watch?v=do_IbHId2Os- Math Antics - Convert any
Fraction to a Decimal
o https://www.youtube.com/watch?v=lOmv-M2jKDU - Converting Percentages
Fractions Decimals
Answer any further questions which the students may have in regards to fractions,
decimals and percentages.
Work with these students on previous questions and problems which would have been
attempted in classes previous to this one.
Routinely check in on the rest of the class throughout this time. Have students who are
not working with you in the small group use the colored cup approach in order to help
you gauge immediately which students need help.
One you feel the students who are working in the small group have a good enough
understanding to complete the activities, tell them that they only need to complete two as
opposed to three activities. This is due to the extra time spent teaching these students.
End of lesson - 15 minutes:
Ensure all students have an idea about which activities they are choosing to present their
knowledge about fractions, decimals and percentages.
If there are any students who were not in the initial group of five who received extra help
who are still struggling, have the same mini lesson you had with the first group with these
students. Tell them that they only need to complete two activities due to this extra time
spent.
Five minutes before concluding the lesson, give the students the exit cards to fill in
before they are to leave.
Total: 50 minutes
Conclusion:
By looking at each students exit cards, the teacher will be able to determine which of them have
decided on what activities they will be working on at home and the next three lessons. If
student/s have not stated which activities they will be completing, be sure to approach these
students and assist them at the beginning of the next lesson.
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2.
3.
(Visual)
(Verbal)
(Kinaesthetic)
4.
5.
6.
Create a spreadsheet of a
budget with at least 10 items
of your choice. Each item
should be in dollar (decimal)
amounts. Identify the
percentage of the budget
spent on each item.
(Musical/Rhythmic)
(technological)
7.
8.
9.
Research an environmental
topic of interest such as
endangered species or global
warming. Write a report of
your findings using fractions,
decimals and percentages
throughout it.
(Naturalist)
(Intrapersonal/Reflective)
(Intrapersonal/Group)
Assessment:
Students will be marked against the rubrics for each activity (see appendices 4) and a final score
will be given based on how many of the activities they completed. The teacher will be monitoring
exit cards throughout the remainder of the unit to identify if any students are having trouble with
the task.
References
Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all
students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.
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Learning Objectives
Essential Questions(These should help students engage with the big ideas or understandings)
Where do we use fractions, decimals and percentages in everyday life?
How do we convert decimals to fractions & percentages?
How do we convert fractions to percentages & decimals?
How do we convert percentages to decimals & fractions?
When should we convert decimals to fractions & percentages?
When should we convert fractions to percentages and decimals?
When should we convert percentages to decimals and fractions?
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Appendices
Pre-Assessment Activity (appendices 1)
Fill in the blanks
Exit cards
I have chosen activities;
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
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Activity 2 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students compared and
contrasted fractions,
percentages and decimals
Student work is well
presented within the power
point and they spoke
clearly throughout
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
Activity 3 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students were successful
in converting fractions into
both decimals and
percentages throughout
their recipe.
Student successfully
completed their recipe and
made a plate of food for
class to share
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
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Total
_______/9
Activity 4 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students were
successfully in their
calculations within the
spreadsheet.
Student work is well
organized correctly and
presented well.
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
Activity 5 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students prepared a
rap/poem that correctly
portrays information about
decimals, fractions and
percentages.
Rap/poem is well
presented and performed
clearly throughout
presentation.
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
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Total
_______/9
Activity 6 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students compared and
contrasted fractions,
percentages and decimals
Student work well
organized, written neatly,
promotes creativity and
completed on time.
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
Activity 7 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Students calculations are
correct throughout the
written piece.
Student work is organized,
written neatly, promotes
creativity and is completed
on time.
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
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Activity 8 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Student identified where
they use fractions,
decimals and percentages
throughout their day and
are correct in their
calculations of these
Student work organized,
written neatly, promotes
creativity and completed
on time.
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
Activity 9 Rubric
1
Student demonstrates the
knowledge needed to
convert a fraction into a
decimal and a decimal into
a percent with no
mistakes.
Student worked efficiently
in their group.
Student work was well
presented to the class
Total
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
Poor
Satisfactory
Excellent
_______/9
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