Math Differentiation 

4/27/18 9:50-10:55 
Prepared by Miss Faetanini 

OVERVIEW & PURPOSE 

Students will gain clarity and practice math content they have learned by making 
composite shapes, using defining and non defining attributes to name shapes, and telling 
time to the half hour.   

EDUCATION STANDARDS 

1. 1.OA.1 ​Use addition and subtraction within 20 to solve word problems involving 
situations of adding to, taking from, putting together, taking apart, and 
comparing, with unknowns in all positions 
2. 1.OA.6 ​Add and subtract within 20, demonstrating urgency for addition and 
subtraction within 10. 
3. 1.OA.8 ​Determine the unknown whole number in an addition or subtraction 
equation relating three whole numbers. 
4. 1.G.1 ​Distinguish between de ning attributes versus non-de ning attributes; build 
and draw shapes to possess de ning attributes. 
5. 1.G.2 ​Compose two-dimensional shapes or three-dimensional shapes to create a 
composite shape, and compose new shapes from the composite shape. 
6. 1.MD.3 ​Tell and write time in hours and half-hours using analog and digital 
clocks. 

OBJECTIVES 

1. Students will be able to make composite shapes and name them. 

2. Students will be able to match digital and analog clocks showing the same time.  
3. Students will be able to use defining and non defining attributes to name shapes.  
4. Students will learn that solving math facts mentally is faster than using a 
calculator.  

1   
MATERIALS NEEDED 

1. Making Composite Shapes: 

a. Shape templates 
b. ½ sheet of blank paper 
2. Defining Attributes of 3D/Solid Shapes: 
a. 3D shape blocks 
b. Attribute handout 
3. Beat the Calculator: 
a. Fact triangles 
b. Calculator 
4. Math Game Rotations: 
a. Make my Design: pattern blocks, folder 
b. Time Match: Time Match Cards 
c. Match the Shapes: 2D and 3D shape blocks, attribute cards 

ACTIVITY 

Making Composite Shapes: 

1. Pass out a shape template to each student.  

2. Using only the large triangle on the template, the students and I will trace it four 
times to make a larger triangle. We will discuss the name for this shape based on 
its defining attributes 
a. 3 sides, flat, 3 vertices 
3. Using only the large triangle on the template, the students and I will trace it four 
times to make a parallelogram. We will discuss the name for this shape based on 
its defining attributes.  
a. Flat, closed shape, 4 sides- 2 sides are the same length, 4 angles- 2 angles 
are the same degree 
b. Mention that a square is a parallelogram  
4. Using only the large triangle on the template, the students and I will trace it four 
times to make a polygon. We will discuss the name for this shape based on its 
defining attributes.  
a. Flat shape, more than 3 vertices, more than 3 sides, and is closed 

Defining Attributes of 3D/Solid Shapes: 

2   
 1. Pass out 3D shapes to groups of students and the shape attribute graphic 
organizer. 
2. Have students observe the shape blocks to aid in completing the attributes sheet.  
3. Discuss the difference between flat shapes and solid shapes throughout this 
exploration.  

Beat the Calculator 

1. Have the students sit on the pond carpet facing the Smartboard. 
2. Display and read the directions to the students. 
3. Model one round of the game to the students.  
4. Call students up in groups of 3 to play the game. Discuss why our using our brains 
to solve number models is faster than using a calculator. 

Math Game Rotations  

1. Review the math games with the students. Display the directions on the 
Smartboard and read them to the students.  
2. Set up the math games around the classroom.  
a. Make My Design- Red Table 
b. Time Match- Pond Carpet 
c. Match the Shapes- Maze Carpet 
3. Display the partner groups students will work in and rotate with 
4. Allow the students to rotate through each center. When students switch centers. 
They will reset the center how they found it, then stand up to show they are ready 
to move to the next center.  

3   
 4