SpEdMAG4sem2

8/14/2019 SpEdMAG4sem2

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MATHEMATICS

GENERALACCOMMODATIONS AND/OR MODIFICATIONS

Removing mathematics anxiety:

Use clear instructions.

Avoid competition among students.

Remove unnecessary time and test pressures.

Separate confusing elements.

Provide numerous opportunities for practice.

Provide various examples which illustrate the concept being taught.

Problem-solving strategy:

1. Read: What is the question?

2. Reread: What is the necessary information?

3. Think:a. Putting together = Add

b. Taking apart = Subtraction

c. Do I need all the information?d. Is it a two-step problem?

4. Solve: Write the equation.

5. Check: Recalculate, label, and compare.

Examples:

Provide an example with each formula.

On all worksheets, provide at least one completed example.

Provide multiple examples.

Create visual examples.

Display posters with labeled examples and defined terms.

Provide concrete examples for students to use.

Provide examples and specific steps for students to accomplish tasks.

Provide and model step-by-step strategies for solving problems: explore, plan, and solve. Model step-by-step procedures for solving problems using formulas.


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MATHEMATICS

GENERAL ACCOMMODATIONS AND/OR MODIFICATIONS, continued

Directions:

Use clear, concise directions during demonstrations and instruction.

Provide individual step-by-step instructions.

Have students repeat instructions to ensure comprehension.

Peer tutors, cooperative groups:

Allow students to use peer partners to model and guide assignments.

Allow students to work in cooperative groups. Allow students to dictate solutions to a peer tutor or tape recorder.

Use of additional aids:

Allow students to use calculators.

Provide students with written rules for order of operations.

Provide students with flashcards or worksheets with models of sample problems.

Have students use study boards as described in various Teacher Notes. (Day 120 has oneexample.)

Have students keep an organized math folder. Have students keep a mathematics notebook.

Have problems taped on an audiocassette tape.

Provide students with a list of steps or a flow chart to follow.

Have students match key vocabulary words with their definitions on a bulletin board orchalkboard.

Have students highlight important vocabulary, key phrases, or words.

Display problem-solving strategies with visuals around the classroom.

Additional minutes:

Allow additional time to complete assignments.

Allow additional time to practice skills learned each day.


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MATHEMATICS

GENERAL ACCOMMODATIONS AND/OR MODIFICATIONS, continued

Dividing tasks into smaller tasks:

Present word problems in small increments.

Teach problem-solving strategies one at a time.

Alternate forms of student-to-teacher feedback:

Allow students to answer orally.

Have students draw pictures to illustrate word problems.

Have students restate word problems in their own words.

Vocabulary and process aids:

Verbalize each step while using concrete materials, manipulatives, or transparencies onthe overhead projector or at the chalkboard.

Present problems and formulas orally as well as in written form.

Preteach vocabulary used in mathematics problems.

Have students enter vocabulary words and definitions in their mathematics journals.

Provide a vocabulary list of relevant terms for each days lesson.


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GRADE 4

Unit Focus: Fractions

Possible Difficulties with Accommodations and/or Modifications

Writing and showing fractions Give visual examples to explain math problems and

what is being required of students.

Example: Shade the correct number of boxes toshow 7/15.

Comparing fractions Use a number line to illustrate and compare values

of fractions.

Display on a bulletin board relational signs to

compare fractions (>,


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GRADE 4

Unit Focus: Probability and Statistics


Finding the measures of central

tendencyMean

Median

Mode

Range

Provide manipulatives for students to use to illustrate

mean (average).

Model the processes for finding mean, median, mode,and range.

Have students write the definitions for measures ofcentral tendency in their mathematics notebook.

Have students create stories for use with future

activities. Place stories at the math resource table for

students to access.

Probability

Ratios

Decimals

Percents

Provide graphs for students to use with probability

exercises.

Have students make and use spinners whendetermining probability.

When teaching probability, have samples of mathproblems in the resource center so students haveaccess to various types of practice.


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GRADE 4

Unit Focus: Analyzing Data


Creating and understanding

pictographs

Display the five stages of analyzing data on a bulletin

board for students reference. (Days 147 and 148)

Using tally marks

Understanding graphs

Bar

Block

Line

Reinforce terms used to analyze data:frequency, rate.

Provide manipulatives.

Provide visuals to differentiate between horizontal and

vertical. Give image of standing up to identify verticaland lying down to identify horizontal.

Provide a copy of the grid on graph paper for studentsto use during instruction.

Plotting points on a graph

Comparing graphs

Provide a copy of the grid on graph paper for students

to use during instruction.

Review number lines before teaching line plots.

Illustrate and discuss several sets of ordered pairs

before students are required to work problems that

include ordered pairs.

Place activity cards in the math center to provide extrapractice.

Stress the structure of graphs as a way to differentiateone from the others.


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GRADE 4

Unit Focus: Geometry and Measurement


Findingperimeter, area, and volume Display formulas to findperimeter, area, and volume.

Use consistent terminology and abbreviations.

Understanding

Lines and anglesSymmetryCongruence

Parallel andperpendicularlinesCircles

Rays

Supply vocabulary list and definitions of relevant

terms: congruent, polygon, formula, geometric

concepts and properties, equilateral, prism, volume,

vertex, face, edge, space figure, geometric solid, base,

cube, pyramid, ray, line segment, parallel,perpendicular, symmetry, angle (obtuse, acute, right).

Give examples on activity cards of all problems.

Provide visuals to illustrate as many of the terms aspossible (a can to illustrate cylinder, etc.).

Allow students to use dictionaries or textbook

glossaries.


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Name: Date:

Ten Statements Support Sheet

(for use with Ten Statements Worksheet)

Directions: Use this sheet to answer the Ten Statements. Write the topic of discussion for the day

and any subtopics introduced by your teacher.

Topic:

Subtopic Notes Ten Statements:

Yes or No1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Name: Date:

Fractions

Directions: Complete the chart. Create two fraction problems at the end of the page for your

classmates to complete.

Shape Name of Shape Number of

Equal Parts

Fractional

Part

Shaded

Example:

Rectangle 21

2


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References

Chicago Public Schools, Office of Specialized Services. (1997). Curriculum accommodationsand/or modifications based on Chicago academic standards. Chicago, IL: Chicago Public

Schools.

Choate, Joyce S. (1997). Successful inclusive teaching: Proven ways to detect and correct

special needs. (2nd Ed.). Needham Heights, MA: Allyn and Bacon.

Rief, Sandra F. and Heimburge, Julie A. (1996).How to reach and teach all students in the

inclusive classroom. West Nyack, NY: The Center for Applied Research in Education.

Wood, Dr. Judy W. (1996).Reaching the hard to teach. Midlothian, VA: Virginia

Commonwealth University.

Documents

SpEdMAG4sem2