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Differentiation Scenarios

Brenda Adams

Scenario A:
Mrs. Smith’s 5th grade math class has 20 students. They are currently learning how to multiply
fractions. An exit ticket with 5 questions that was collected yields the following results:

8 students answered all questions correctly, including the more challenging extra credit

Students who have mastered the concepts can choose to:

 create a video detailing the important terms and steps to multiplying fractions. This video
will be posted to the class website for students to refer to as needed.
 create a PowerPoint presentation presenting a scenario where multiplying fractions will be
used. Then solve the problem and explain your thinking by answering the question “How
can I prove my answer is correct?”
 create a multiplying fractions game for students to play. Include an answer key with

6 students could not answer 3 of the 5 questions. For the 2 they did answer, there were
many mistakes in multiplication. Based on inventories Mrs. Smith has done with the
students, 4 of the 6 students are visual learners and 2 are kinesthetic learners

The teacher will meet with these students in small groups to discuss multiplication strategies.
Students will practice these strategies with similar problems, checking answers with their partners
as they go. These students are using their strengths [doubles (x2), Tens (x10)] to support their
weaknesses [such as doubles plus one (x3), double-double-doubles (x8), and half-tens (x5)].

These students may choose to:

 play “Beat the Calculator”, a fluency game where students use the strategies they have
learned to solve the problem mentally quicker than a partner on the calculator.
 Solve problems that require the multiplication of fractions by using color tiles or fraction
pieces (when using whole numbers). Students should sketch, describe, and explain their
findings in their journals.
 Watch the Brain Pop video, Multiplying Fractions, and complete the quiz and questions that

6 students got 4-5 questions correct but did not simplify the answers when necessary.

The teacher will meet with these students in a small group and to review notes and clarify any
misunderstandings in the group. Together, they will practice simplifying fractions until the teacher
has identified individual student needs.
Based on their individual deficits, students may choose to:
 List the factors for sets of numbers and look for the greatest common factor.
 Practice dividing using knowledge of multiplication by making multiplication and division
fact family poster or digital presentation for a fact that gives them difficulty.
 Using fraction pieces, student can practice overlapping pieces and make observations (such
as “If I lay two of the fourths on top of one of the halves, it is the same”).