Does anyone have the same answer but a different way to explain it? Do you understand what _______ is saying? Can you convince the rest of us that your answer makes sense? can you explain to us what _____ is doing? DIFFERENTIATION Extension the player to decide what number to use for the input number. Encourage students to use mental math and estimation to determine the output number. Ask students to devise their own rules. Intervention Provide a student recording sheet where the Input values are filled in 0-10. Use this task in direct, small group instruction. Ask students to devise their own rules. TECHNOLOGY CONNECTION Students can enter a value, find the output value, or determine the rule. Students an input value and are given the output value. They then need to determine the rule. Students choose the level of difficulty before beginning the game.
Does anyone have the same answer but a different way to explain it? Do you understand what _______ is saying? Can you convince the rest of us that your answer makes sense? can you explain to us what _____ is doing? DIFFERENTIATION Extension the player to decide what number to use for the input number. Encourage students to use mental math and estimation to determine the output number. Ask students to devise their own rules. Intervention Provide a student recording sheet where the Input values are filled in 0-10. Use this task in direct, small group instruction. Ask students to devise their own rules. TECHNOLOGY CONNECTION Students can enter a value, find the output value, or determine the rule. Students an input value and are given the output value. They then need to determine the rule. Students choose the level of difficulty before beginning the game.
CCGPS_Math_5_Unit1FrameworkSE.docx