OUTLINE OF ACTIVITIES

FOR LOWER
ELEMENTARY

Cavite State University

Shennah J. Lim
Cavite State University Shennah J. Lim

Welcome to
SNED 30
Cavite State University Shennah J. Lim

Using Differentiated
Instruction in Mathematics
and Science
Why use a Effective and Why is Differentiated
differentiated Differentiated Important for Student
approach in Instruction Learning
learning
.Effective instruction involves Students will differ in their
Equity of Opportunity intentional approaches, knowledge and
for Learning strategies, and learning activities understanding of the subject
based on mathematical and concepts and in their use of
pedagogical knowledge and mathematical and science
understanding of student. skills such as mental math
and estimation.
Cavite State University Shennah J. Lim

What is Essential to effective instruction in Mathematics and Science?

Elements of effective mathematics instruction include:
Relevant and engaging tasks, including parallel tasks and open questions
A variety of representations of the mathematics (concrete, pictorial, numerical and algebraic)
Access to mathematics and science learning tools and technology
Frequent and varied assessment of student understanding

Why is differentiation important for student learning?

Students also vary in their application of the mathematical processes:
Solving problems in new situations
Reasoning skills including proportional reasoning, algebraic reasoning, and spatial reasoning
Reflecting on and monitoring one’s thinking
Selecting and using a variety of learning tools and computational strategies
Connecting mathematics to real life and to other mathematical ideas
Representing mathematical ideas and relationships concretely, pictorially, numerically, and algebraically
Communicating mathematical thinking orally, visually, and in writing, using everyday language and
mathematical vocabulary.
Mathematics Shennah J. Lim

Counting to Learning Objective:

Students will be able to represent numbers to

120
between 100-120 using base-ten blocks and
written numerals.

Activity for Grade 1

Language
Students will be able to describe different
ways to represent numbers 100-120 with
content-specific vocabulary using pictures and
partner support.
Mathemactics Activities for Grade 1

Instructional Materials Attachments

Teacher copy of the Place Value Mat: Two-Digit
Numbers worksheet (projected)
Teacher copy of the Counting to 120 worksheets
(projected)
Class set of the Counting to 120 worksheets (optional)
Document camera
Class set of whiteboards and dry erase markers
Teacher copy of the Teach Background Knowledge
Template
Teacher copy of the Write Student-Facing Language
Objectives Reference
Place Value Mat: Two-Digit Numbers (PDF)
Counting to 120 (PDF)
Teach Background Knowledge Template
(PDF)
Write Student-Facing Language
Objectives Reference (PDF)
Addition With Tens Sticks (PDF)
Teacher copy of the Place Value Mat: Two-Digit
Numbers worksheet (projected)
 Activities for Grade 1

Teacher copy of the Counting to 120

worksheets (projected)
Mathematics Activities for Grade 1

Introduction (5 minutes)
Project the Counting to 120 worksheets on a document camera.
Point to the blank spaces at the bottom of the worksheet. Say, "We need to write more numbers
here.
Does anyone know what number is one more than 100?"
Choose students to share the number sequence. Restate, "One hundred one, 102, 103" as you fill in
the blank spaces on the chart to 120. Clearly enunciate the number names (do not say one hundred
and one).
Once you complete the chart, count chorally as a class from 100-120 as you point to the numbers.
Mathematics Activities for Grade 1

Explicit Instruction/Teacher Modeling

10 minutes
Think aloud, "The numbers 100-120 all look like the other numbers on
the chart. Does anyone notice any patterns, or numbers that repeat?"
Display the sentence frame, "I notice ____." Tell students to turn and
talk to a partner to describe patterns.
Invite students to share out what they notice, and list ideas on the
board. For example, the same digit is in the ones place in each vertical
line of numbers.
Highlight the numbers from 1-20 and 100-120. Ask students to share
with a partner what is the same about these rows of numbers.
Choose student volunteers to share observations with the class.
Students should notice that the numbers repeat at one beginning at
101, but that now we need to remember to say 100 before one, two
three, etc.
Mathematics Activities for Grade 1

Guided Practice (10 minutes)

Project the Place Value Mat: Two-Digit Numbers, and review building a 10 with base-ten blocks by adding
10 ones cubes to the ones column, and then exchanging for a tens rod.
Count chorally by multiples of 10 as you add rods to the tens column to build 100. For this lesson, continue
to represent the numbers with tens rods and ones cubes. Do not exchange for the hundreds flat.
Show students that there are 10 tens in one hundred. Ask students what number you have built if you add
a one (101). Write the name "one hundred one" and numeral on the board.
Instruct students to join their hands together and raise them. Trace the numeral 101 in the air. Explain the
steps as you write the numeral together, "Vertical line straight down, jump, curved line to the left to draw a
circle, jump, vertical line straight down."
Point out that 101 looks like a plate between two pieces of silverware.
Continue to add one ones cubes, write the number name and numeral on the board, and have students
write the number in the air.
When you reach 110, model exchanging for a tens rod, and continue with 11 tens, adding one at a time to
120.
Exchange for a final tens rod to build 120. Recount by multiples of 10 from 10-120, pointing to each tens
rod as you count.
Mathematics Activities for Grade 1

Group Work Distribute personal whiteboards and

markers to students

Time Model building a number between 100 and

120 with base-ten blocks. Instruct students
to write the numeral on their personal
whiteboards.

Students can whisper which number they

wrote to a partner.
Mathematics Activities for Grade 1

Additional Adaptions
Work with a teacher-led small group to fill in the numbers from
100-120 on the worksheet. Allow them to reference the
numerals and number names as they fill in the chart.
If students do not yet know number names in English, instruct
them to count in their home language. Advanced Give students
extra practice naming numbers by having them alternate
numbers with a partner as they count from 100-120
Seat students in a circle. Say a number and have them count on
from that number as they pass an object such as a stuffed
animal around a circle. For extra challenge, instruct them to
count backwards from a given number.
Mathematics
Assessment (5 minutes)
Formatively assess further by calling out
numbers between 100 and 120, and have
students write the numeral on a personal
whiteboard. Students may struggle to write
numbers greater than 100, especially 101-110.
Activities for Grade 1
Review and closing (15 minutes)
Write a sequence of numbers on the board
such as 103, 104, 105, ____, 107.
Have students read the sequence with you,
clapping in place of the missing number.
Allow students think time, prompting them
with questions such as "What number comes
after 105?" or "What number is between 105
and 107?"
Chorally reread the number sequence as a
class, filling in the missing number. Repeat
with a few more number sequences as time
allows.
Grade 2
Mathematics Shennah J. Lim

Estimating Learning Objective:

Students will be able to measure and estimate

Length
lengths using inches and feet.

Activity for Grade 2

Mathemactics Activities for Grade 2

Instructional Materials Attachments & Related Books

Class set of the Estimating Length 1 worksheet Estimating Length 1 (PDF)
Class set of the Estimating Length 2 worksheet Estimating Length 2 (PDF)
Rulers Estimate Length (PDF)
Pencils Estimating Length (PDF)
Paper Find interactive books for each child’s level
 Activities for Grade 1

Class set of the Estimating Length

 Activities for Grade 1

Class set of the Estimating Length

Mathematics Activities for Grade 2

Introduction (5 minutes)
Explain to the students that today they will be measuring objects in the classroom.
Hold up a ruler and ask students, "What is this?" Allow students a minute to think-pair-share their
answers.
Clarify that the object is a ruler and it is used to measure objects in inches, a unit of measurement
equal to 2.54 cm or about the diameter of a quarter, and feet, a unit of measurement equal to 12
inches or about the height of a folder.
Tell the students that sometimes, instead of using a ruler to measure objects, they can estimate
instead.
Mathematics
Beginning
Give students two sticky notes labeled
"inches" and "feet." Have students place the
sticky notes on one object in the classroom
they could measure using inches and
another object in the classroom they could
measure using feet.
Allow students to answer using their home
language (L1) with a peer who speaks the
same.
Activities for Grade 1
Intermediate
Ask students to think of an object in the
classroom that is about an inch and another
object in the classroom that is about one
foot. Provide sentence stems for them to use
as they share out their answers:
____ is about an inch long.
____ is about a foot long.
Mathematics Activities for Grade 2

Explicit Instruction/Teacher Modeling

Show the students a coffee cup. Say, "I'm wondering if this coffee cup
is closer to 5 inches or 5 feet tall? How can I figure this out?"
Allow a few students to share out their ideas. Clarify that the coffee
cup is pretty small, so it's most likely closer to 5 inches than it is to 5
feet. Tell the students that by using their knowledge to figure out that
the coffee cup is closer to 5 inches, they are estimating because they
aren't actually measuring the coffee cup.
Choose a few things in the classroom and ask similar questions using
inches and feet.
Mathematics
Beginning
Make lines on the whiteboard that represent
a foot and an inch using a ruler.
Allow students to point to the lines on the
whiteboard to show their understanding of
which unit of measurement they would use.
Provide sentence frames, such as:
I would use ____ (inches/feet) because
____.
Activities for Grade 1
Intermediate
Encourage students to share out their ideas
by providing them with sentence frames for
support:
The ____ is closer to ____ because ____. I
know this because ____.
Mathematics Activities for Grade 2

Guided Practice (10 minutes)

Put students in partnerships and provide each pair with a pencil and folder. Reiterate that when we
estimate we use information we already know to make an informed decision about the size or amount of
something.
Ask students to look at the pencils. Say, "I want you to think about if this pencil will be more or less than 12
inches, or 1 foot long." Give students time to discuss their ideas in partnerships. Allow a few partnerships
to share out their ideas.
Continue the process with the folder and then the student's desk.
Explain to the students that next they will complete a worksheet that asks them to estimate objects and
determine if they would be closer to a certain amount of feet or inches
Mathematics Activities for Grade 1

Beginning Intermediate
Encourage students to refer to the lines on Ask students to share the definition of
the whiteboard that represent each unit of estimate in their own words.
measurement to support their
understanding.
Have students work in a partnership with a
peer who speaks the same home language,
if possible.
Mathematics Activities for Grade 2

Independent Instruct students to go back to their desks

and pass out the Estimating Length 1 and
Estimating Length 2 worksheets to each

Working Time
student.

Explain to the students that they will

complete these worksheets independently,
using their knowledge of inches and feet to
support them.
Mathematics
Beginning
Encourage students to orally share their
answers using the same sentence frame
from explicit instruction
Activities for Grade 2
Intermediate
Have students compare/contrast their
answers with peers and encourage them to
use the same sentence frame from explicit
instruction to deepen their response.
Mathematics Activities for Grade 2

Differentiation

Enrichment Support
Encourage students to estimate the length of Allow students to work in partnerships during
the classroom in feet if time allows. independent working time.
Mathematics
Assessment
Rotate around the
classroom as students are
Beginning
finishing their worksheets
and provide feedback and
support as necessary.
Collect student work and
use their samples to assess
understanding of inches,
feet, and estimation.
Have students explain how they
know what unit of measurement to
use, based on their understanding
of inches and feet.
Provide sentence stems, such as:
I measure ____ (small/big) things
using ____ (inches/feet).
Activities for Grade 2
Intermediate
Ask students to provide an
example of an object in the
classroom they could measure
using inches or feet. Encourage
them to justify their reasoning.
Mathematics Activities for Grade 2

Review and Closing

Write the following words
on the whiteboard:
Beginning Intermediate
estimate, feet, inches, Allow students to use pictures, Instruct students to repeat
measurement. gestures, and movement to define their partner's definition in
Ask students to turn and the vocabulary words. their own words.
talk to a partner, explaining Challenge them to add on to
what one of the words their partner's definition to
means in their own words. provide more clarification.
Grade 3
Mathematics Shennah J. Lim

Boom, Clap! Patterns

in the Multiplication
Table
Learning Objective:
Activity for Grade 3
Students will be able to identify and analyze
arithmetic patterns found within the
multiplication table.
Mathemactics Activities for Grade 2

Instructional Materials Attachments & Related Books

Class set of the Boom, Clap! Patterns worksheet Boom, Clap! Patterns (PDF)
Class set of the Boom, Clap! game instruction sheet, or Boom, Clap! (PDF)
project for the class
One multiplication table to highlight
Class set of pre-prepared sticky notes with numbers
that will complete a predetermined pattern (see
assessment)
 Activities for Grade 1

Class set of the Boom, Clap! Patterns

worksheet
 Activities for Grade 1

Class set of the Boom, Clap! Patterns

worksheet
 Activities for Grade 1

One multiplication table to highlight

Mathematics Activities for Grade 2

Introduction (3 minutes)
Write a pattern on the board, like 2,4,6,8,10, __, and ask students to continue the pattern.
Have students explain the pattern in words (i.e. counting by twos, multiplying by two, or adding
two).
Point out that every number in the pattern is even and explain that in this pattern, the numbers are
even because they are all multiples of two, which means that they all have a factor of two.
Explain, "Today we are going to look for patterns in the multiplication table."
Remind students that a pattern is a sequence or ordered set of numbers.
Mathematics Activities for Grade 1

Beginning Intermediate
Provide student-friendly definitions and Ask students to turn and talk to a partner
images, as applicable, for key words such as before sharing their ideas with the whole
pattern, even, odd, multiply, multiple, factor. group.
Mathematics Activities for Grade 1

Explicit Instruction/Teacher Modeling

7 minutes
Show students a multiplication table.
Highlight one row, like the fives, and show students that the pattern is
counting by or multiplying by 5.
Ask, "What would come next in this row?" (65) How do you know? (65
is 5 more than 60.)
Remind students that multiplication is repeated addition, so in the
highlighted pattern, five is added each time.
Ask students if they notice anything else about the pattern (i.e. all the
numbers end with zero or five).
Write a new pattern on the board (i.e 12,15,18,21) and ask students to
find the pattern on the multiplication table.
Ask, "What is the pattern?" (Counting by threes) What would come
next? (24, which is 3 more than 21) Do you notice anything else? (i.e.
the numbers alternate between odd and even)
Mathematics Activities for Grade 1

Beginning Intermediate
Have students discuss the patterns with a Provide sentence stems to support student
supportive peer or one with the same home sharing, such as "I notice that ____." and "I
language (L1), if possible. see a pattern of ____."
Allow students to share their ideas in their
L1 or new language. Make lines on the
whiteboard that represent a foot and an
inch using a ruler.
Mathematics Activities for Grade 2

Guided Practice (15 minutes)

Hand out the Boom, Clap! instruction sheet (or display one copy using a projector) and review the first
section (round 1) with your students.
Call a volunteer to the front of the room to help you model the game.
Have students try the game with a partner or small group, using only BOOM.
Go over the next section (round 2) and model the game with both BOOM and CLAP.
Have students try the game again with a partner or small group, using both BOOM and CLAP.
Mathematics
Beginning
Invite students to work in a small, teacher-
led group. Guide them through the process
and gradually remove the guidance so they
are interacting independently.
Activities for Grade 1
Intermediate
Ask students to share the definition of
estimate in their own words.
Mathematics Activities for Grade 2

Independent Hand out the Boom, Clap Patterns

worksheet and have students complete it
independently.

Working Time Circulate and offer support as needed.

(10 minutes)
Mathematics Activities for Grade 2

Beginning Intermediate
Allow students to share their answers orally Have students talk to a partner about the
before recording them on the worksheet. patterns they noticed after they have
completed the worksheet independently.
Mathematics Activities for Grade 2

Differentiation

Enrichment Support

Have students play the Boom, Clap game with
one of the game variations listed on the game
instruction page.
Before playing the game, review multiplication
patterns and allow students to practice finding
patterns with a multiplication table. See
additional resources.
Have students play the Boom, Clap game with
only one multiple at a time (BOOM).
Mathematics Activities for Grade 2

Assessment (10 minutes)

Write several patterns on the board or
pre-prepare chart paper with patterns
that include blanks (i.e. 28, 35, ___, 49,
56, __). Ensure that there are enough Beginning Intermediate
blanks for each student to have a blank.
Alternatively, use a projector to display Allow students to work together Ask students to explain their
a multiplication table with some with a supportive peer or one with reasoning for placing their sticky
numbers blacked out (so that there are the same L1, if possible. Have them note in the pattern. Provide a
enough blanks for each student to have discuss where to put the sticky note sentence frame, such as "I know
a spot). in the pattern. the next number in the pattern is
Hand out the pre-written sticky notes, ____ because ____."
each with one number that completes a
pattern or missing spot on the
multiplication table.
Instruct students to find the correct
spot for their sticky note in the missing
spots in the posted patterns.
Observe student responses.
Mathematics
Review and Closing
Have the entire class form a
circle. Then, play the Boom,
Beginning
Clap! game as a class.
Intermediate
Invite the students to play the game
in a small group of supportive
students or peers with the same L1,
if possible.
Activities for Grade 2
Have a student remind the
class how the Boom, Clap!
game works by explaining
the directions again. Ask
students to identify how to
fix errors that were made in
the group game. Have them
turn and talk to a partner
before sharing with the
whole group.