DI+and+FA+Learning+Circus

=Differentiated Instruction and Formative Assessment Learning Circus=

Follow the instructions for the assignment provided at the beginning of the semester. Attached here... [|DIFALearningCircusAssignment.pdf]

Stations Example [|StationsPerimeterArea.doc]

Tic Tac Toe Example [|GeometryTic-Tac-ToeGrade5.doc]

Tiered Lesson Example [|DoubleDigitSubtractionTieredLesson.doc]

Pre-Assessment Example [|DoubleDigitSubtractionPreAssessment.docx]

__Standard 5: Data, Probability, and Statistics __ GLE 0506.5.1 Make, record, display, and interpret data and graphs that include whole numbers, data, decimals, and fractions. GLE 0506.5.2 Describe the shape and important features of a set of data using the measures of central tendency. SPI 0506.5.1 Depict data using various representations, including decimal and/or fractional data. SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs. || Names: Wendy Woods Aly Grimes Aimee Welton Jamie Coleman || Wendy **Station 1**- Sequence Word Dice Game- Students will roll a set of dice. Each side of the die will have a sequence word written on it. To participate in the game, students will roll the die and record the frequency on a handout. Following the die rolls, students will create bar graph, on the handout, using the data set they have made from the die roll.  Aly **Station 2**- Ornaments on the Tree:  <span style="font-family: Georgia,serif;">http://nces.ed.gov/nceskids/createagraph/default.aspx <span style="font-family: Georgia,serif;">Students will have a blast graphing the variety of ornaments on the Christmas tree. They will look at the document handed to them and record the amount of each color ornament on the tree. They will then compare their records with a partner and visit the website above to generate their own graph. They will then be able to analyze their data. <span style="font-family: Georgia,serif;">Aimee **Station 3**-Jumping Frogs <span style="font-family: Georgia,serif;">After reading an excerpt from the Mark Twain story, "The Notorius Jumping frog of Calaveras County" students will make "frogs from cotton balls and googly eyes and then use paper clips to make them jump. Students will measure three jumps for their frogs, calculate the total distance jumped, calculate a straight line distance from starting point to the ending point of the last jump, and then come up with a mean, median and range for the data. <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">Jamie **Station 4**- Finding the Balance Point (pg. 451) <span style="font-family: Georgia,serif;">Students will create a graph on the white board, using sticky notes, using the prices given to them of 6 toys. Students will then balance out the sticky notes to find the balance point, or the mean of the data. <span style="font-family: Georgia,serif;">Detailed instructions are in this document: <span style="font-family: Georgia,serif;"> || <span style="font-family: Georgia,serif;">Post document(s) <span style="font-family: Georgia,serif;">Wendy- <span style="font-family: Georgia,serif;">Student Worksheet <span style="font-family: Georgia,serif;">Aly- <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">Aimee- <span style="font-family: Georgia,serif;">Jamie- Worksheet for students: || <span style="font-family: Georgia,serif;">The pre-assessment is a list of questions in order of ability level. They are labeled and listed from least to greatest. The questions are similar but varied. || <span style="font-family: Georgia,serif;">Post document(s) <span style="font-family: Georgia,serif;"> || <span style="font-family: Georgia,serif;">-Justified List #30 (Keely text) - Wendy <span style="font-family: Georgia,serif;">Justified List is a formative assessment tool focused on a main idea. A simple checklist will be created from this main idea. Students will check off and justify the statements they choose in question following the checklist. <span style="font-family: Georgia,serif;">- Frayer Model #20 (Keely text) - Jamie <span style="font-family: Georgia,serif;">- Card Sort #4 (Keely Text) - Aimee || <span style="font-family: Georgia,serif;">Post document(s) <span style="font-family: Georgia,serif;">Wendy- <span style="font-family: Georgia,serif;">Jamie- <span style="font-family: Georgia,serif;">Aimee <span style="font-family: Georgia,serif;"> ||
 * <span style="font-family: Georgia,serif;">**Team 1** (Label more accurately with content after group
 * __<span style="font-family: Georgia,serif;">Part I - DI Activity __
 * __<span style="font-family: Georgia,serif;">Part II - Pre-Assessment __
 * __<span style="font-family: Georgia,serif;">Part II - Formative Assessment Tools __

**4th Grade: Standard 4 - Geometry and Measurement** **GLE 0406.4.1-** Understand and use the properties of lines, segments, angles, polygons, and circles. **SPI 0406.4.4** - Identify acute, obtuse, and right angles in 2-dimensional shapes. **SPI 0406.4.5 -** Identify attributes of simple and compound figures composedof 2- and 3-dimensional shapes. || Toni, Samantha, Noel, & TIffany || Our Tic-Tac-Toe format follows the Multiple Intelligences which allows for student driven differentiated Instruction. || Student Worksheets: || || **//__Keely Text FA__//** **#4** Card Sorts // - (Tiffany)// **#38** Odd One Out // - (Toni)// **#9** Concept Cartoons // - (Noel)// || ||
 * =**Team 2**=
 * **Part I - DI Activity**
 * **Part II - Pre-Assessment-** Samantha || [[file:Pre Assessment Teacher Copy.docx]]
 * **Part II - Formative Assessment Tools**

Tennessee Mathematics Standard: Strand 4, Geometry & Measurement Grade 4 GLE 0406.4.4- Understand the representation of location and movement within the first quadrant of a coordinate system. SPI 0406.4.3 Construct geometric figures with vertices at points on a coordinate grid. || Names Jessica Torres Ashley Gaylor Courtney Bass Megan Seiber || Main Document (All four Activities) || Post document(s) Courtney Bass- Paths Activity Directions and How to describe a path sheet || Jessica || ||   || Courtney- A&D Statements #1: In A&D statements students choose to agree or disagree with a statement and identify whether they need more information. Students must describe their thinking about why they chose agree or disagree. Megan- Justified True or False #31: Students are provided a set of claims or statements that are to be examined. The students draw upon evidence from data, prior knowledge, or other sources to analyze their validity. Students describe the reasoning they used to decide weather each claim or statement is true or false. Ashley- Muddiest Point #36: Muddiest point is commonly used as a quick montering technique in which students are asked to take a few minutes to jot down what the most difficult or confusing part of the lesson was for them. || Post document(s) A&D Statements for Paths activity ||
 * ** Team 3 **
 * Part I - DI Activity
 * Part II - Pre-Assessment
 * Part II - Formative Assessment Tools

Probability-Strand 5 || Brittany Ferguson Ashley Webb Moriah Smith Meredith Duncan || GLE 0406.5.2 Use probability to describe chance events. SPI 0406.5.4 List all possible outcomes of a given situation or event. GLE 0206.5.2 Determine whether an event is likely or unlikely. //__ Checks for Understanding __// 0206.5.3 Explain whether a real world event is likely or unlikely. 0206.5.4 Predict outcomes of events based on data gathered and displayed. (There are two different grade levels of standards in order for us to create different activities for students of varying levels.) || Activity Descriptions || **Station 1:** ||
 * **Team 4**
 * **Standards:** || **4th Grade:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15px;">2nd Grade: **
 * Part I - DI Activity Documents/Handouts/Instructions
 * Station 2:**[[file:Fair or Unfair Handout.docx]]
 * Station 3:**[[file:Cup+Toss+Handout.docx]] [[file:DirectionsforCupTossActivityWebb.docx]]
 * Station 4:**[[file:Get All 6 Handout.docx]]
 * Station 5:**[[file:Activity 5.docx]] ||
 * Part II - Pre-Assessment || [[file:LearningCircusPreAssessment_MDuncan.docx]] ||
 * Part II - Formative Assessment Tools || [[file:Formative Assessment revised Brittany Ferguson.docx]] ||
 * || [[file:Formative Assessment Ashley Webb 2011.docx]]