Differentiated Instruction
D187 Task 3
Western Governors University
05:15:44 GMT -05:00
, A. Differentiate a Lesson Plan
1. I differentiated my lesson plan based on students who were struggling in a particular area
of the lesson and students that were able to advance through the lesson. For students that were
struggling, they would work on adding 2-digit numbers without regrouping. I think these
students would need to have a reteach of the basics of adding numbers. They would need to have
a reteach until they are able to show proficiency in the area of adding 2-digit numbers without
regrouping. For my advanced students they would be given enrichment work in which they
will add 2-digit numbers with regrouping. If they master this area quickly, they can complete
the enrichment worksheet in which they would be expected to add in 3-digit numbers with and
without regrouping.
2. I differentiated the instructional part of the lesson as well. For my struggling students, they
would learn using math. Manipulatives such as base ten blocks and picture visuals. This would
help them to solve 2-digit addition problems without regrouping. For the advanced students
they would be given a 2-digit addition problem with regrouping. They would be expected to
draw a model showing how they were able to solve the problem.
3. The product is differentiated because for my struggling students, they are expected to use the
base ten math manipulatives to guide them in modeling and drawing the base ten blocks that
solve the 2-digit addition problem without regrouping. For the advanced students, they are
expected to use the base ten math manipulatives to guide them in modeling and drawing the
base ten blocks that solve the 2-digit addition problem with regrouping.
05:15:44 GMT -05:00
D187 Task 3
Western Governors University
05:15:44 GMT -05:00
, A. Differentiate a Lesson Plan
1. I differentiated my lesson plan based on students who were struggling in a particular area
of the lesson and students that were able to advance through the lesson. For students that were
struggling, they would work on adding 2-digit numbers without regrouping. I think these
students would need to have a reteach of the basics of adding numbers. They would need to have
a reteach until they are able to show proficiency in the area of adding 2-digit numbers without
regrouping. For my advanced students they would be given enrichment work in which they
will add 2-digit numbers with regrouping. If they master this area quickly, they can complete
the enrichment worksheet in which they would be expected to add in 3-digit numbers with and
without regrouping.
2. I differentiated the instructional part of the lesson as well. For my struggling students, they
would learn using math. Manipulatives such as base ten blocks and picture visuals. This would
help them to solve 2-digit addition problems without regrouping. For the advanced students
they would be given a 2-digit addition problem with regrouping. They would be expected to
draw a model showing how they were able to solve the problem.
3. The product is differentiated because for my struggling students, they are expected to use the
base ten math manipulatives to guide them in modeling and drawing the base ten blocks that
solve the 2-digit addition problem without regrouping. For the advanced students, they are
expected to use the base ten math manipulatives to guide them in modeling and drawing the
base ten blocks that solve the 2-digit addition problem with regrouping.
05:15:44 GMT -05:00
