Learning+Circus

=Differentiated Instruction and Mathematical Task Modified Learning Circus= Follow the revised instructions for the assignment provided in class and linked here.

[[file:GeometryTic-Tac-ToeGrade5 copy.doc]]
See TicTacToe examples at: http://daretodifferentiate.wikispaces.com/Choice+Boards

**Links to Mathematical Tasks**
http://commoncoremathtn.wikispaces.com/Mathematical+Tasks

Additional techniques for Differentiation
See station examples at: []
 * Learning stations **


 * Tiered Lessons **
 * Concrete – hands-on manipulatives (typically for your low level learners)
 * Semi-Concrete or Representational – use of pictures of manipulatives (typically for you average learners)
 * Abstract – use of algorithms or mental math (typically for your advanced learners)

See examples of tiering at: [] Tiered Lesson Example from former student 

I suggest the use of a Google Document to construct your file in class as a group. Wendy Picarella, Jessica Rolen, Chelcie Tuell || 5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. || || Quadrilateral Criteria [|__http://www.k-5mathteachingresources.com/support-files/quadrilateralcriteria.pdf__] ||
 * N**ames** || **Common Core Standard**
 * & Grade Level** || **Upload Tic Tac Toe File (Constructed by Group)** || **Mathematical Task File (Located by each individual) Label by person & source** ||
 * Tabitha Jeffers,
 * Tania Lawson, Brianna Butler, Beth Barger, Haleigh Baker || [|CCSS.Math.Content.5.OA.A.1] Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. || [[file:Order of Operations.docx]] || Performance Assessment Task

@http://www.illustrativemathematics.org/illustrations/555 ||
 * Aaron Brown, Jenna Bullock, and Bethany Baird || ** [|CCSS.Math.Content.5.MD.A.1] Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. ** || [[file:DifferentiatedInstruction.docx]] || __**Performance Assessment Task**__

Fruits and Vegetables (Grade 5) http://www.insidemathematics.org/common-core-math-tasks/5th-grade/5-2004%20Fruits%20&%20Vegetables.pdf || Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. || || Performance Assessment Task
 * Dana Crabtree, Brandy Gates, and Renee VanDruff || CCSS.Math.Content.5.NBT.B.7

http://www.illustrativemathematics.org/illustrations/1293 || James Byrge Jessica Tucker || *  [|CCSS.Math.Content.5.NF.A.1] Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. //For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)//
 * Anthony Normile
 * [|CCSS.Math.Content.5.NF.A.2] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. //<span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2 //<span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">. || [[file:LeaRningCiRcus.docx]] || Performance Assessment Task

James A. Byrge - Closest to 25. @http://www.k-5mathteachingresources.com/support-files/closest-to-25.pdf

Jessica- Fractions on a Line Plot @http://www.illustrativemathematics.org/illustrations/1563

Anthony- Cindys Cats [] ||