Week 4 DQ 2 Responds to classmate

Mini-Lesson Format

Student Name:                              Grade: Fourth                    Disability Area: Learning Disability,

                                                                                                         Intellectual Disability,

                                                                                                            Visually Impaired

Characteristics/needs of the students with disabilities in the group:

Two of the students have a math learning disability; one student has an intellectual disability who reads at a first grade level, and a student with a visual impairment (low vision).

Accommodations that need to be made:

Allow extra time, check student work frequently for accuracy, large print, reduce the number of math problems, and desk sample of step by step problem resolution are some accommodations that need to be made for the students with disabilities.

Title of Mini-Lesson: The World of Math

Common Core State Standard: Operations & Algebraic Thinking. Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

CCSS.MATH.CONTENT.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Procedures (15 minute activity):

 (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

The students will have the opportunity to read the problem aloud, and as a group, they will choose which of the four operations is involved. If it determined that all four operations are involved, the students must decide which one should be utilized first. The entire class will repeat the step for solving the problem, at which time each student will use the dry erase board to write the solution. As an accommodation for the student that requires visual assistance, the teacher can draw the math problem as a visual aid. “The National Council of Teachers of Mathematics reviews six aspects of instruction that have been found to be consistently effective in teaching students who have difficulties with mathematics: systematic and explicit instruction, think-alouds, peer-assisted learning, and formative assessment data”(Education Northwest 2011, p. 1).

Reflection:

1.      How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? 

Utilizing each students’ IEP, I am able to satisfy their needs  

2.      Why did you choose the strategy you used in this mini-lesson?

These strategies have proven to be effective for all other students.

Mini-Lesson Format

Student Name:                                 Grade:                           Disability Area:

Jeff, Tamara, Bill, Jane                    4^th                          LD in Math, ID, and VI (Low Vision)

Characteristics/needs of the students with disabilities in the group: 

There are four students in this group two with LD in math, one with an Intellectual Disability (ID) and one with Visual Impairment (VI) low vision. The characteristics of the students with Learning Disability (LD) in math is difficulties understanding numbers and its values, difficulty understanding word problems, difficulty paying attention and low motivation for learning.  The characteristics for the students with ID difficulty understanding directions, reads at a low grade level and can’t understand and read word problems.  The student has a hard time paying attention and focusing.  Does not understand directions and has low motivation. The characteristic for the student with VI low vision has a hard time seeing the numbers correctly.  Gets numbers that are similar in shapes confused with each other.

Accommodations that need to be made: I will need to use tablets with headphones for students to listen to instructions.  I will also use larger print and larger blocks for my students to count items in a mat.

Title of Mini-Lesson: Multiplications of 4

Common Core State Standard:CCSS.Math.Content.4.OA.A.1
Interpret a multiplication equation as a comparison

Procedures (15 minute activity):

Review the multiplications of 3 and remind students how three groups of a number makes the total answer.  Give students small items to use as a way to count and group the numbers and start.

Pass out worksheets with problems in them and pass out small items to use in grouping and developing word sentences to compare the multiplication equation.  For example 4X1=4 Group four beads in one group we get one group of 4 beads.  Continue with until we reach 4X10=40.  As we group each set we write down the number and words for each answer.

I will also use tablets with my students after we have done the problems together with blocks and beads in order for them to have a hands on math.  The tablets will help them work independently on problems for multiplications.  The hands on will help my students with VI because he will have larger items to touch and group in front of him.  My student with ID will also benefit from the hands on technique in understanding the concept of numbers and amounts and grouping them and counting groups in order to understand multiplication.  My students with LD in math will also learn using the hands on and writing the numbers afterwards.

Reflection:

1.     How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? 

I ensured that my mini-lesson addressed the needs of my students’ individual learner by having them all use hands on items to learn and count.  This helped them understand the concept of numbers and values.  I also had the usage of tablets with a special programs that uses pictures and numbers that allows the students to move pictures around by touch and group them into the groups asked.  The tablets uses independent reading for instructions and also without the loud reading for students who can read the instructions alone.

2.     Why did you choose the strategy you used in this mini-lesson?

I used the hands on strategy and the usages of tablets with headphones for students who needs help listening to instructions.