whole. They will repeatedly use the words of the and ‘parts whole’ ‘equivalent to’ frequently throughout their explanations. G. MEETING THE NEEDS OF ALL STUDENTS: This lesson was specifically created for these students. The depth of the SOL was narrowed for the lesson. Repetition of certain vocabulary words are built in to help with working memory and language skills. The use of manipulatives is most appropriate for use in teaching these three students taking into consideration their needs as stated in their IEPs. Transition from manipulatives to models to the abstraction of numerals is included throughout the lesson. Working together and checking each assignment allows for comfort and building confidence. Breaking the lesson into 3 parts assists the students in maintaining their attention throughout the entire lesson. Manipulation of the strips may be difficult for the child with orthopedic impairments but he can ask for assistance from his classmates. H. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Manipulation of the strips may be difficult for the student with orthopedic disabilities but he can always ask for physical assistance. The students may also become stuck with the worksheet problems that concern more than one whole. This can be resolved by using while ‘think alouds’ expressing the content that has been experienced. Also, reminding the students to ask themselves is the and are the may help. If all else fails remind them to look ‘what whole?’ ‘what parts?’ – back in their interactive notebook. I. CONNECTION TO CTA: The connections of this lesson to the speakers from the CTA have already been included in the text of the lessons and the preparation materials. Some of the materials presented do not apply to this lesson but would definitely be used in future lessons.
They will repeatedly use the words ‘parts of the whole’ and ‘equivalent to’ frequently throughout their explanations. whole. G. MEETING THE NEEDS OF ALL STUDENTS: This lesson was specifically created for these students. The depth of the SOL was narrowed for the lesson. Repetition of certain vocabulary words are built in to help with working memory and language skills. The use of manipulatives is most appropriate for use in teaching these three students taking into consideration their needs as stated in their IEPs. Transition from manipulatives to models to the abstraction of numerals is included throughout the lesson. Working together and checking each assignment allows for comfort and building confidence. Breaking the lesson into 3 parts assists the students in maintaining their attention throughout the entire lesson. Manipulation of the strips may be difficult for the child with orthopedic impairments but he can ask for assistance from his classmates. H. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Manipulation of the strips may be difficult for the student with orthopedic disabilities but he can always ask for physical assistance. The students may also become stuck with the worksheet problems that concern more than one whole. This can be resolved by using ‘think alouds’ while expressing the content that has been experienced. Also, reminding the students to ask themselves ‘what is the whole?’ and ‘what are the parts?’ may help. If all else fails – remind them to look back in their interactive notebook. I. CONNECTION TO CTA: The connections of this lesson to the speakers from the CTA have already been included in the text of the lessons and the preparation materials. Some of the materials presented do not apply to this lesson but would definitely be used in future lessons.
612math6.2partsisparts.docx