Ms.

Lee: 6th Grade Math

Higher Order Thinking Activity

My classroom is a diverse population. I have learners that struggle and those who do not

struggle on the state standardized test. I chose to accelerate high ability students on a

self-paced, layered curriculum. The students selected for participating in the high ability

activity, scored above mastery level on previous in class assessments. These students

were far above where the majority of the classroom needed to begin, so I chose to

accelerate the curriculum to accommodate their abilities. They were allowed to move on

to the next topic of study, independently. I felt this was the best option for these students

because they were self-starters and generally did not need as much direct instruction or

practice to comprehend new concepts. By layering the curriculum, requiring a certain

amount of points per layer, and setting specific due dates, I was able to continually check

the learning process and knew that students were getting basic knowledge of the topic

first. The basic practice allowed me to check to make sure that they were correctly

interpreting the independent reading and learning about the topic, and correct any

misinterpretations before they became detrimental to learning.

The layers increased through Bloom’s Taxonomy, and required students to

implement different levels of brain activity about the topic. The layered curriculum not

only traveled through Bloom’s Taxonomy, but also hit on several of Gardner’s Multiple

Intelligences. Layered curriculum, presented in a self-paced method, not only allows for

acceleration but also enrichment. I believe this is the most beneficial method to reaching

the high ability learner in my general education classroom. After implementing the

layered curriculum, students were given a T-chart to express their feelings about the

modified curriculum. The students stated they liked the different choices and found it
Ms. Lee: 6th Grade Math

challenging at the same time. I believe the layered curriculum was a benefit for this

section of my math curriculum; my test data supports that theory.

Original Method:
The original method of practicing this unit is:
 Read the lesson
 Practice the curriculum via text book, board practices, or workbook pages
 Quiz over the material

Higher Order Curriculum:

Division of Decimals/Order of Operations

Layer 1: (choose 25 points worth of items)

***REQUIRED: Read lesson 1-9 p 43-45 and lesson 1-10 p.48-49

1. Take notes on how to divide decimals/order of operations

2. Do problems 1-17 odds from text book on pages 45-46 And problems 2-10 even
page 49

3. Do practice worksheet (see teacher)

4. Have a friend/family member write down 10 problems for you to solve: 5 division
of decimals and 5 order of operations (turn in the paper signed by friend or
family)

Layer 2: (choose 40 points worth of items)

1. Create 10 flash cards with division of decimals

a. (Problems on front/correct answers on back)

2. Teach a family member how to divide decimals & the order of operations
 Create a 10 question quiz with an answer key
 have your family member take the quiz
 you grade the quiz
 bring key and quiz in with your family member’s signature

3. Go online and play the division of decimal games at:

http://www.funbrain.com/football/
(You must choose division/play for at least 20 problems)
Ms. Lee: 6th Grade Math

4. Create a Power Point showing someone how to correctly divide decimals and the
order of operations (6 slides max)

5. Create a math crossword using division of decimals and order of operations

problems for clues (provide a key for the crossword, must have 20 problems: 10
down and 10 across)
6. Create a comic showing the order of operations

7. Create a new pneumonic device to remember how to divide decimals OR the

order of operations

8. Create a game which could be played in gym using the order of operations OR
division of decimals

Layer 3 (choose 50 points worth of items AND the required 20 point quiz)

***Required: Division of Decimals and Order of Operations quiz 20 points

1. Peer tutor at least 5 students, give them practice problems,

2. Create a practice quiz, check, and assist to help them find errors (must have proof
of tutor: quizzes, student names, time in small groups recorded, etc)

3. Prove why and how division of decimals AND order of operations work using
manipulatives, then write one to two paragraphs on both explaining your findings.

4. Explain the importance of division of decimals AND order of operations in the

‘real world’. Defend your opinion/findings by creating a pictorial collage of
where you see these two math skills in action in your life or in the world around
you.

5. How would you improve the teaching of division of decimals OR the order of
operations? Can you propose an alternate method? How would you test your new
method to ensure it is working better than before? (Write a 3 paragraph
summary.)

All items from layer 3 must be turned in by: the beginning of math class 9/21