This table can be used to identify either small groups or individual students, their goals and specific strategies

to support them

Goals Strategies to support Who will provide support Strategies to support:

 Modify Goals
a. Modified Extended Goals
More extension required See attached Maths goals b. RIPS – Problem solving think board o Classroom teacher  Modify content
Students:
c. Games/Puzzles
o ST:L&N  Modify assessment
d. Expose students to more complex examples (e.g multi
step problems)  Provide support programs
e. Competitions (e.g. ICAS o Teacher Aide  Set individual learning
f. Tux Maths/Mathletics contracts
g. Back to front investigations o
h. Concrete manipulatives  Reduced task size
 Utilise peer coaching
a. Modified Extended Goals  Focus on 5 Critical Number
See attached Maths goals
Some extension required b. RIPS – Problem solving thinkboard o Classroom teacher Concepts: quantity,
Students:
c. Games/Puzzles
o ST:L&N partitioning, place value,
d. Expose students to more complex examples (e.g multi
step problems) arrays, fractions
e. Competitions e.g. ICAS o Teacher Aide  Practice fluency of facts and
f. Tux Maths/Mathletics procedures eg. Soupy
g. Back to front investigations o
h. Concrete manipulatives  Engage in Thinking and
See attached Maths goals a. Modified Goals Reasoning Routines
Achieving Year Level expectations b. RIPS - Problem solving thinkboard o Classroom teacher
c. Games/Puzzles
 Apply Problem-Based
Students: d. Expose students to more complex examples (e.g multi o ST:L&N Mathematics
step problems)
o Teacher Aide  Use RIPS
e. Competitions (e.g. ICAS)
f. Tux Maths/Mathletics  Use the Strategies Backpack
g. Back to front investigations o  Use Working with Number
h. Concrete manipulatives strategies
 Work in small groups
See attached Maths goals 1. Small group work  Use a multi- sensory
Support needed 2. Tux Maths/Mathletics o Classroom teacher approach
3. Warm-ups
Students: 4. Modified Goals o ST:L&N  Use concrete materials and
5. Modified content manipulatives
6. Multi- sensory approach o Teacher Aide  Engage in games, puzzles
7. Games/Puzzles
8. Back to front investigations o and interactives
9. RIPS - Problem solving thinkboard
10. Concrete manipulatives

Intensive support needed See attached Maths goals 1. Small group work
2. Tux Maths o Classroom teacher Strategies to extend:
3. Warm-ups  Set individual learning
Students: 4. Modified Goals o ST:L&N contracts
5. Modified content
6. Multi- sensory approach o Teacher Aide  Provide open ended
7. Games/Puzzles problems
o
8. Back to front investigation  Provide extension learning
9. RIPS - Problem solving thinkboard
10. Concrete manipulatives opportunities eg UNIFY
 Promote participation in
academic competitions eg.
ICAS
Class Differentiation Cone Year 4 Achievement Standards: Numeracy
 Choose appropriate strategies for calculations involving multiplication and division.  Describe number patterns resulting from multiplication.
 Recognise common equivalent fractions in familiar contexts and make connections between fraction Use the properties of odd and even numbers.
Curriculum Area: and decimal notations up to two decimal places.  Recall multiplication facts to 10 x 10 and related division facts.
Numeracy  Solve simple purchasing problems.  Locate familiar fractions on a number line.
 Identify unknown quantities in number sentences.  Continue number sequences involving multiples of single digit numbers.

Class: 4E See attached Maths goals

Unit __________ Term 1
Achieving Year Level expectations
Week 1 - 5 Week 6 - 10

Post Assessment Tool Used:

Assessment Tool Used:
o Diagnostic post
o Diagnostic pre assessment
assessment
o PAT M
o PAT M Support needed Some extension required
o NAPLAN
o NAPLAN
o Problem-based maths
o Problem-based maths scrapbook
scrapbook See attached Maths goals
See attached Maths goals o Year level common
o Formative assessment assessment task
observation,
o Daily/ Weekly Maths
conferencing
fluency
o Daily/ Weekly Maths
o Number facts
fluency Intensive support needed More extension required
Benchmarking
o Number facts
o Other
Benchmarking
See attached Maths goals
___________________
o Other ___________________
___________________
See attached Maths goals
___________________

WHAT to differentiate… WHY differentiate… HOW to differentiate…

 Content *Process *Product *Learning Environment  Readiness of students *Interests/Passions of students *Learning styles of students  Instructional strategies/tools *Management tools