Individual Differences
Cooperative Learning (STAD)
Multiple Levels of Questions
When each team is separated to take their quizzes, students needing accommodations will be given differentiated questions of various scale.
Multiple Levels of Questions
When each team is separated to take their quizzes, students needing accommodations will be given differentiated questions of various scale.
Direct Instruction
Flexible Grouping
Divide students into small groups. Hand out pre-measured wooden sticks of three different lengths. Students can use markers or pencils to color the sticks so each size is a different color. Ask students to form two triangles using one of each color for each side. Ask students if their triangles are congruent. Discuss reasons amongst group mates.
Flexible Grouping
Divide students into small groups. Hand out pre-measured wooden sticks of three different lengths. Students can use markers or pencils to color the sticks so each size is a different color. Ask students to form two triangles using one of each color for each side. Ask students if their triangles are congruent. Discuss reasons amongst group mates.
Integrative Model
Independent Study
Have students draw a concept wheel. A middle circle is labeled: Congruent triangle postulates/theorems. Add five spokes off the wheel that lead to five more circles. The five circles are labeled with the concepts in this chapter: SSS, SAS, ASA, AAS, and HL. After each lesson, have students write the postulate or theorem in its respective circle along with an example.
Independent Study
Have students draw a concept wheel. A middle circle is labeled: Congruent triangle postulates/theorems. Add five spokes off the wheel that lead to five more circles. The five circles are labeled with the concepts in this chapter: SSS, SAS, ASA, AAS, and HL. After each lesson, have students write the postulate or theorem in its respective circle along with an example.
Multimedia Inquiry
Draw an isosceles triangle on the board. Ask what type of triangle it is. Trace the base of the triangle. Ask what that particular side is called. Trace the sides of the triangle. Ask what the two sides are called. Trace the vertex angle and ask what the name of the angle is. Ask how they would define it and what the names of the other two angles are.
Draw an isosceles triangle on the board. Ask what type of triangle it is. Trace the base of the triangle. Ask what that particular side is called. Trace the sides of the triangle. Ask what the two sides are called. Trace the vertex angle and ask what the name of the angle is. Ask how they would define it and what the names of the other two angles are.
Concept Development
Tiered Assignments and Products
Have students with little to moderate understanding simply write a brief generalization of what they’ve learned throughout the course as opposed to the required summary of subject information based on item groupings, group naming, and connecting/relating the items listed.
Tiered Assignments and Products
Have students with little to moderate understanding simply write a brief generalization of what they’ve learned throughout the course as opposed to the required summary of subject information based on item groupings, group naming, and connecting/relating the items listed.
Accommodations for Sandra
Multimedia Inquiry
Use her computer skills to design a personal concept map.
Use her computer skills to design a personal concept map.
Cooperative Learning (STAD)
Have her work with peers to explain and have explained to her the concept of new ideas and information.
Have her work with peers to explain and have explained to her the concept of new ideas and information.
Concept Development
Aim her great memory skills towards ways of visualizing patterns she sees in problems, making them easier to remember.
Aim her great memory skills towards ways of visualizing patterns she sees in problems, making them easier to remember.