ISTE Technology Standard: Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

  • interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
  • communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Michigan Language Arts
Content Standard 2: All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.
Content Standard 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

Michigan Math
Content Standard 1: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for and existence of different sets of numbers, and investigate properties of special numbers. (Concepts and Properties of Numbers)

Marzano's Instructional Strategies That Work: Identifying Similarities and Differences
Generalizations

  1. Presenting students with explicit guidance in identifying similarities and differences enhances their understanding of and ability to use knowledge.
  2. Asking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge.
  3. Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.
  4. Identification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity.
Recommendations
Use these to improve your practice.
  1. Teach students to use comparing, classifying, metaphors, and analogies when they identify similarities and differences.
  2. Give students a model of the steps for engaging in the process.
  3. Use a familiar context to teach students these steps.
  4. Have students use graphic organizers as a visual tool to represent the similarities and differences.
  5. Guide students as they engage in this process. Gradually give less structure and less guidance (Pitler, et al., 2007, p. 168).