Differentiation Strategies CCSS.Math.Content.8.EE.A.1

1. Key Factors

1.1. Student's prior knowledge

1.2. Student’s learning profile

1.3. Student's current performance level

2. Objectives: Students should be able to understand and apply the properties of integer exponents to generate equivalent numerical expressions.

2.1. Big Ideas: Students will be able to use the properties of exponents to generate equivalent numeric expressions, and identify the appropriate property to use and apply it correctly

3. Instructional Questions

3.1. What should the students know, understand or be able to do?

3.2. How will the students demonstrate mastery of the lesson?

3.3. How should I instruct them so they can reach that level of mastery?

4. Examples of Pre-Assessment

4.1. Do Now

4.2. Home Work

4.3. Quiz

5. Example of Scaffolding Strategies

5.1. First and foremost, I will use the white board, cards and other visual cues to demonstrate to students the steps and  strategies that they should use or follow to solve problems involving exponents.

5.2. Students will work individually on an assessment or task designed to test their current understanding of exponents I will observe them as they practice applying the strategies.

5.3. I will collect the assessment and make some notes on what their work discloses about their current levels of comprehension and their different problem solving approaches.

5.3.1. Students who share familiarity with contents and demonstrate high problem solving approaches are identified.

5.3.2. Students who show limited knowledge are identified

5.3.3. Students who demonstrate no knowledge of the  contents are identified

5.4. Accommodations are made to address the needs of all three different levels. Contents are modified to match student knowledge.

5.4.1. Special attentions and assistance are given to the student with limited or low knowledge.