Math.6.NS.A.1

Common core State Standards

• Math:  Math
• NS:  The Number System
• A:  Apply and extend previous understandings of multiplication and division to divide fractions by fractions
• 1:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Learning Menus: Giving Options & Independence
Lesson Objective: Use learning menus to provide students with independent exploration of concepts
Grades 5-8 / Math / Differentiation
Math.6.NS.A.1

#### Thought starters

1. How do learning menus enable Ms. Morey to provide differentiated instruction?
2. Why does Ms. Morey allow students to sometimes choose which tasks she assesses?
3. What resources does Ms. Morey use to design her menu tasks?
I truly liked this "Menu strategy", what a better way to get students engaged in independent work and develop concepts in a variety of ways. I think the more options they get, the best students are able to develop concepts over time. Also I believe the option to ask the teacher to grade the task they choose, indirectly motivates students to keep working, being sure they have an opportunity to succeed.
Recommended (1)
What happens when students finish early with the Menu?
Recommended (4)
P. Strait - I am always adding to the menu (Basically my dessert continues to get bigger as does the main course). When I am creating a menu - I create a large group of task and then sort into mandatory and optional (even for main course). I add daily - as the group needs additional tasks. THis also allows for the workers who take more time, to finish the mandatory tasks at an in-depth level.
Recommended (0)
Hello Crystal! I just love this idea. Do you give direct instruction to teach the concepts between these menu days? How does a week or "unit" run? Also, which resources do you use to find most of your menu questions? Do you have favorites? Thanks in advance for your time!
Recommended (4)
I love the idea of giving students choice and individualizing for students. This is a great video to show one teacher's solution to varied abilities within the classroom. https://www.teachingchannel.org/videos/independence-in-learning
Recommended (0)

#### Transcripts

• Learning Menus: Giving Options & Independence Transcript

Crystal: One of the strategies I use in my classroom is a strategy called Menu.

Learning Menus: Giving Options & Independence Transcript

Crystal: One of the strategies I use in my classroom is a strategy called Menu. First, I knew that if I was going to pull a small group today, to really get at what they knew, I had to do something with the other 20 to 25 kids that I had in that room. Menu is an opportunity for students to independently develop a concept in a variety of different ways. You'll notice that our Menu task are on the very back counter. Most of the Menu tasks are application task. I use a variety of resources sometimes within the curriculum, but often times with open educational resources. I have put together a series of tasks that help develop that concept over time.

You'll be pushing through those by yourselves as I work with a small group of people. In our conversation tomorrow we'll really focus on challenges that you had today. Today, I had an appetizer, a main course, and a dessert option. I asked students this time to pick one appetizer to do. It got them primed and ready to tackle those main course options. Often I let students pick which of the task they actually want me to give feedback on and grade. If students do five tasks, they really only felt successful on one, then the best feedback I could provide them with is the one in which they chose. Before a student goes into dessert, they'll need to come and show me those tasks that they're choosing for me to grade. If their thinking isn't really fully developed yet, I'll have them go back and add to their thinking before they go into dessert.

The students get one point for answering the question and labeling their work. They get two points for giving me two different strategies. Students get an additional two points for explaining and justifying how and why those strategies make sense. One of the things that I really realized is as students were coming to me with second grade math skills to eighth grade math skills, Menu is a way that I can use the progression document in the Common Core standards and I can get task that span those needs in my classrooms. I can give all students access to those.

#### School Details

Enumclaw Middle School
550 Semanski St
Enumclaw WA 98022
Population: 448

Data Provided By:

Crystal Morey

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