
Responding to Evidence Through Differentiation
DESCRIPTION
Mrs. Graf uses several strategies to differentiate her classroom for continued learning.
 I can add, subtract, factor and expand linear expressions with rational coefficients in order to identify and write equivalent expressions.
 I can rewrite an expression in different forms to show how the quantities are related.
 I can combine like terms and use the distributive property to simplify expressions.
 I can identify, analyze and write equivalent expressions.
 CCSS.MATH.CONTENT.7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
 CCSS.MATH.CONTENT.7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."
CONFIRM YOUR LEARNING
 What evidence does Mrs. Graf use to differentiate her instruction?
 Mrs. Graf groups students based on their current achievement and skill. How is this different than tracking or strict ability grouping?
 How does Mrs. Graf scaffold the learning?
CONFIRM YOUR PRACTICE
 Do your students understand how you differentiate your instruction? Could they describe how you keep the learning moving forward for all students?
 What do you do to prepare ahead of time, to be able to respond “justintime” to the different learning needs of students?
CONFIRM YOUR COMMITMENT
 What will you do to enhance how you currently scaffold learning for students?
 What will you do to build student ownership of learning to master learning targets and then go beyond?
