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4. Lesson plan based on differentiated instruction philosophy and

techniques
The present chapter provides an example of a lesson plan for the instruction of division
in the 4th grade of the elementary school. This example is based on the Cypriot curriculum
and therefore reflects the content of the textbooks used in the Republic of Cyprus. Never-
theless, since mathematics can be considered as the “lingua franca”, we are confident that
this lesson plan will provide useful insights and good examples that any teacher, no mat-
ter where he/she might be from, will be able to use.
The structure of the lesson plan as well as its overall design, reflects the rational proposed
throughout this book. Planning begins with the establishment of the prerequisite, basic and
transformational knowledge and skills (see Chapter 2), all of which are utilized during instruc-
tion, to maximize active, on task engagement of all students in the learning process.
Further, via the application of various techniques and strategies of differentiated in-
struction (see Chapter 3), this lesson plan, sets a framework that aspires to enable stu-
dents of different readiness levels and aptitude to accomplish the same objectives, yet
while working at differentiated tasks per their needs, learning profile and pace.

4.1. Maths Lesson plan based on differentiated instruction philosophy and techniques
Fourth Grade: Division - distributive property
Prerequisite Knowledge
Children should be able to:
• Apply the distributive property of multiplication.
• Perform multiplication and division as inverse operations.
Objectives:
Children will be able to:
• Perform divisions with a single digit divisor, using different strategies, materials and
representations.
• Solve problems of multiplicative structure.
• Use the division algorithm.
Transformational knowledge and skills
Children will be able to:
• Write and solve their own division and multiplication problems.
• Solve divisions in their head which include a three-digit number by a one digit num-
ber.
Evaluation
• On-going, depending on the children’s response to oral and written assignments
during the course
• Entrance slip
• Exit Slip

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Lesson Procedure Differentiation

™ Starting point- Reestablishment of prior knowledge: Work Routine

All children are given an entrance slip so as to be able to take part in the
mathematical journey that is about to begin. They must quickly solve as many Individual work-group-
mathematical equations (X 10, x 1 00, x 1000) and division as they can. The students class entirety
first work individually and then compare their work with their peers and their group.
The teacher is constantly moving around the classroom monitoring and providing
support to students.

SOLVE THE EQUATIONS TO WIN A TICKET! Entrance Slip

To ensure the ticket for your next mathematical journey, you must ƐƐĞƐƐƚƵĚĞŶƚƐ͛ƉƌŝŽƌ
solve the following mathematical equations. knowledge and allows
[ ««« ¸ «« them to recall what they
ǎ «« ¸ «« know.
¸ ««« ¸ ««
[ «« ¸ ««

™ The students are then presented and urged to explore p. 108 of their textbook.

EXPLORATION: Open activity to

motivate students and
Use words, a drawing or engage them in the
symbols to perform the learning process
GLYLVLRQ¸ Y

REMEMBER!
™ Students are asked to explain how
they will perform the division
ϯϵϲрϯс....... Each student may use Learning braces:
either their notebook or/and dienes notebook, dienes cubes,
cubes and/or their bookmark.
bookmark
3X6=18

ϭϴрϯсϲ
Verbalization of thought
ϭϴрϲсϯ

6X16 = 6 X (10+6)
= (6X10)+(6x6) Individual /group work
= 60 + 36
group/participation of
= 96
the whole class

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™ More able students are urged to explain to the rest of the group how they should Anchor activity
proceed with the problem, practice their metacognitive skills right from the allows students to work
beginning of the lesson. according to their needs
when other students are
™ Children who are quick to solve the problem may:
working to complete the
- Try and find other methods of solving the division
class work.
- Compare the methods they used and decide on the best one as well as
explaining why.
- Write down or explain to the group the method they have used.
Personalized support by
™ The teacher provides assistance to anyone who needs it. the teacher

™ The children work with Activity 1 on p. 109 as well as the thinking processes of Engaging students on an
^ƚĞƉŚĂŶŽƐĂŶĚ>ŽƵŬŝĂŝŶƚĞƌŵƐŽĨŚŽǁƚŚĞLJĐĂƌƌŝĞĚŽƵƚƚŚĞĚŝǀŝƐŝŽŶϯϲϯрϯсǀ individual basis
(Pay attention to the possibility of students not being able to understand that we
depending on their
should start from left-right).
abilities and working
pace.

Asynchronous work
Students work according
to their pace without
having to rigidly follow a
mainstream pace set by
the teacher.

™ Children are then asked to work with a differentiated version of the

ƉƌĞǀŝŽƵƐĂĐƚŝǀŝƚLJǁŚĞƌĞƚŚĞĚĞĐĂĚĞƐĐĂŶŶŽƚďĞĞdžĂĐƚůLJĚŝǀŝĚĞĚ͘ĞŐ͘ϰϭϮрϯ
БǀŽƌϭϴϵрϵБǀ͘/ŵƉŽƌƚĂŶĐĞŝƐŐŝǀĞŶƚŽƚŚĞĞdžƉůĂŶĂƚŝŽŶŽĨƚŚĞƚŚŝŶŬŝŶŐ
processes (new knowledge). Having individually calculated the quotient,
they check to verify their answer with the student sitting next to them and
explain their thinking process. Children can work on the following links in
different levels:

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Division by using Dienes: Use of technology to

[Link] engage students in the
itools_int_9780547584997_/[Link] learning process and
Division by estimation the result and by using algorithm/Division by using provide opportunities for
algorithm: [Link] all students to work and
- Grade 4/Arithmetic Operations/Division and Place Value/ Somewhere learn according to their
Along the Line Estimate Division: Level I) learning profile and
- Grade 4/Arithmetic Operations/Division and Place Value/Got to Split Divide working preferences
3-Digit Numbers)

™ More able children may proceed with the activities 2 & 3. The detailed Anchor activity allows
division algorithm is presented for the first time (p. 110). The divider students to work
ĂŶĂůLJƐŝƐŝƐƉĞƌĨŽƌŵĞĚ;ĞŐ͘ϰϴϰрϰсǀƚŚĞLJƚĂŬĞŝŶƚŽĂĐĐŽƵŶƚƚŚĂƚϰϬϬрϰс according to their needs
ϭϬϬ͕ϴϬрϰсϮϬ͕ϰрϰсϭ͕ƚŚĞƌĞĨŽƌĞϭϬϬнϮϬнϭсϭϮϭͿ͘ when other students are
working to complete the
RECIEPT class work.
¶*ODURV·FRPSDQ\ERXJKW ITEM QUANTITY TOTAL
the office equipment that Office Chair 4 ½484
you can see on the receipt. Office 3 ½693
Bookshelf 2 ½426
Drawer 5 ½505

John and Alexia Differentiated work -

worked in a Active involvement of all
different way to students on an individual
find out the cost level, according to each
of a chair. ĐŚŝůĚ͛ƐƉĂĐĞ͘

Please explain the

way that each child
Find the cost of: worked. What do
you observe?

An office A bookshelf A drawer

™ Children calculations are carried out in their notebook and/or some laminated
calculator cards are used.

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1_ENGLISH_SELIDOSH: 1 27/4/17 07:38 36

™ Students are asked to solve, horizontally, vertically and diagonally, as many lines Tic ʹ tac ʹ toe used as an
of the mathematical Tic-Tac-Toe. The only condition is to solve the center activity Exit Slip so that student
of the Tic-Tac- Toe, where the new knowledge to be acquired is placed. will work on activities
they choose to show
what they have learned

Tic-tac- toe allows

ƐƚƵĚĞŶƚƐ͛asynchronous
work

ɈƌĂŶƐĨŽƌŵĂƚŝŽŶĂůȰĐƚŝǀŝƚŝĞƐͬdžƚĞŶƐŝŽŶĐƚŝǀŝƚŝĞƐͬŶƌŝĐŚŵĞŶƚĐƚŝǀŝƚŝĞƐƚŚĂƚĐĂŶďĞ Asynchronous work of

use if there is time or may be provided for home work. student in this lesson
x Write down and solve some division problems by themselves. may provide extra time
x Answer questions, through performing in their heads division calculations for students to work at
pertaining to three digit numbers divided by a one digit number, through ɈƌĂŶƐĨŽƌŵĂƚŝŽŶĂů
mentally analysing the divider. ȰĐƚŝǀŝƚŝĞƐͬdžƚĞŶƐŝŽŶ
x Solve problems using the new knowledge Activities /Enrichment
x Examples from the book Ex. 2 and 3, pp. 126-127

Please complete
and write the
equation.

Andreas used the

following way to solve
WKHHTXDWLRQ¸ Y

Solve the
following
equations, using

36