Helping All Students Learn Math in Inclusive Classrooms

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Helping All Students Learn Math in Inclusive
Classrooms

• Susan Smith and Cassy Gilchrist

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Measurement

• Measure real materials with real tools!!!
• Measure pipes, boards, or other building
  materials
• Measure things in the school environment
• Tables
• Doorways
• Gym floor

• Build real things
• Bird houses are great for cross curriculum
  integration.
• Model house

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Bird Houses

• Study the Bluebird in the Southeast.
• Discuss the blueprint of the bird house and make
  notes to clarify directions.
• Students measure boards using measuring tapes.
• Boards are cut by shop teachers, maintenance
  staff, parent volunteers
• Students assemble the bird box.
• Boxes can be painted, drawn on, or students can
  use a wood burner to decorate their boxes.

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Model Houses

• Create the floor plan.
• Can be made out of shoe boxes or candy bar sales
  boxes or more traditional materials
• Figure the number of square inches, convert to
  square feet.
• Figure the quantity of paint needed for the walls
  of the model and convert to the quantity of paint
  needed if built full-size
• Figure the number of square inches of carpet/tile
  needed and convert to the number of square feet
  of carpet needed if built full-size

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Measurement

• How to include students with significant
  disabilities
• Some students may do very well with a peer
  assistant or accommodations.
• Hold and stabilize items for students who are
  measuring.
• Measure to the nearest whole unit.
• Painting and decorating.
• Use a yard stick rather than a tape measure to
  provide stability.

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Graphing

• Play Battleship to teach one quadrant graphing.
• Graph pictures on either one or four quadrants.
  Graphiti
• Scale drawings and models
• Allow students to bring in their own pictures and
  recreate them as posters.
• Build model cars

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Graphing and Scale Drawing

• How to include students with significant
• disabilities
• Use larger grid
• Limit the number of graph points
• Have points drawn so students do a connect the
  dot.
• Trace the picture.
• Different difficulty levels on models,
• graphs, or scale drawings.

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Hands On Equations

• Use in foundations classes, and pre-algebra.
• Takes students from concrete, to pictorial, to
  abstract
• Very good for students who learn best by
  doingstrong in the bodily-kinesthetic
  intelligence.
• Also helpful for spatial learners
• Allows students to touch an x
• Use positive and negative numbers (integers)

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Hands On Equations

• How to include students with significant
• disabilities
• Use a limited number of pieces.
• Use whole numbers
• Use single variable
• Students count pieces to make equal
• Teach more and less

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Algebra Tiles

• Use with Foundations and Pre-Algebra
• Great to teach positive and negative numbers
• Introduce x and y
• Add like terms
• Introduce x2 and y2
• Solve equations
• Overhead sets are available

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Algeblocks

• Use with Foundations II and Algebra I
• Visually review integers and variables
• Review x2 and y2 and introduce xy
• Use good color schemes to visualize the blending
  of x and y to create xy
• Overhead sets are available

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Algebra Tiles and Algeblocks

• How to include students with significant
  disabilities
• Find like terms/match to same
• Identify pieces by color
• Identify pieces by size
• Work with a peer

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Critical and Logical Thinking
Consider having game days as rewards or after
weekly tests

• Chess, Checkers, Backgammon, Stratego
• Cribbage, Yahtzee, Rummikub
• Battleship, Monopoly, Stock Market, Life
• 24 games, Muggins
• Mindtrap
• Bingo (whole numbers, integers,
• fractions)
• Hands on brain teasers (horse-
• shoes, ropes and wooden
• puzzles)

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Critical and Logical Thinking Puzzles

• How to include students with significant
• disabilities
• Work with a peer
• Use a calculator for games with adding,
  subtracting, multiplying, and dividing
• Create a scoring system that levels the playing
  field for games similar to that used in golf or
  bowling.
• Have students identify numbers, work on counting
  spaces, or matching like objects.
• Allow the student to be the scorekeeper,
• the judge, or other appropriate role.
• For games with multiple levels, allow
• students to work at different levels.

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Dice and Cards

• Dice
• Colored dice to represent positives and negatives
• Teach probability
• Dice with fractions on themuse to add, subtract,
  multiply, or divide and/or greater than, less
  than

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Dice and Cards

• Cards
• Flip two cards and reduce the fraction formed to
  simplest terms
• Fill three cards, each student create the highest
  mixed number possible using the flipped cards
• Integers (reds are negative, blacks are positive)
• Play Black Jack using positives and negatives

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Dice and Cards

• How to include students with significant
  disabilities
• Identify the numbers
• Greater than less than
• Color identification
• Match number rolled/drawn to like number on a
  different card or die
• Add numbers shown (possibly without considering
  positives and negatives)
• Use counters or other manipulative to assist in
  adding or subtracting.
• Appoint a peer tutor.

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Geometry Skills

• String Art for lines and angles
• Tangrams
• Origami
• Geometric Solids
• Paper folding activities
• Wooden or plastic solids

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Geometry Skills

• Projects
• Take pictures of things in the environment that
  represent the various polygons and geometric
  solids
• Create a picture using only polygons
• Drawing with stencils
• Collage with colored paper
• Compass Art

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Geometry Skills

• How to include students with significant
  disabilities
• Prepare string art board for the student
• Use easier designs
• Use geometric solids to assist in identification,
  focusing on most commonly discussed solids
• Use geometric solids to assist students in
  solving problems about number of side, planes,
  and angles and/or for solving surface area
  problems.
• Use pictures taken to increase verbal vocabulary.
• Provide a compass art picture already drawn and
  allow the student to color the design.
• Provide pre-cut polygon shapes for the collage.

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Use Cooperative Learning Structures to Include
ALL Students!

• Mix and Match
• Find Someone Who
• Round table
• Rally table
• Inside-Outside Circle
• Rotating Review
• Mix, Freeze, Group
• Fan-N-Pick
• Mix, Music, Match

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Use Cooperative Learning Structures

• Fan N Pick
• Draw What I Say
• Student 1 fans the cards face down.
• Student 2 picks a card and reads it to student 3
• Student 3 draws a diagram of what was said,
  correctly
• labeling it.
• Student 4 checks student 3s work and praises, or
  coaches then praises.
• Cards are then passed to the next person in a
  clockwise direction and steps 1-4 begin again
  rotating roles one student in the clockwise
  direction.

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Use Cooperative Learning Structures

• Fan N Pick
• Draw What I Say
• How to include students with significant
  disabilities
• Allow student to always be 1 and fan cards.
• Allow student to have a partner when reading or
  drawing, as needed.
• Allow the student to point to one of several
  pre-drawn shapes to indicate what is described.
• Include a specific card for the student to draw
  based on his/her IEP goals
• Allow student to be the class timekeeper.
• Allow student to be the team cheerleader or
  encourager.
• Have a student partner draw the shape lightly and
  the student with a disability trace the shape.

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Use Cooperative Learning Structures
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• Fan N Pick
• Make What I Say
• Student 1 fans out the cards face down.
• Student 2 picks a card and reads it to Student 3,
  allowing 5 seconds of think time.
• Student 3 makes the figure on the geoboard using
  a rubber band.
• Student 4 checks student 3s figure and praises,
  or coaches, then praises.

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Internet Files\Content.IE5\TW47XTKL\SN00723A1.wa
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Use Cooperative Learning Structures

• Fan N Pick
• Make What I Say
• How to include students with significant
  disabilities
• Allow the student to be the card holder for all
  activities and fan out the cards.
• Provide a peer tutor to help with reading or
  manipulating the rubber bands, as appropriate.
• Allow the student to draw or point to the shape
  described.
• Allow the student to be the timekeeper,
  cheerleader, or encourager.

Make What I Say Cards Set 3
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Mix-Music-Match

• Each student is given a card.
• Students mix around the room while the music
  plays trading cards with peers.
• When the music stops students stop and study the
  card in their hands.
• Students search and find their match.
• Students who have found their match move to the
  perimeter of the room and stand together so that
  the teacher or the class can check their answers.

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Mix-Music-Match

• How to include students with significant
  disabilities
• Allow the student to be the disc jockey and turn
  music on and off.
• Provide a partner
• Pre-teach one particular card, allow student to
  keep the same card during the mix stage.

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Internet Files\Content.IE5\XNNFTDSA\BD00306_1.mi
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Find Someone Who

• Draw and Label Polygons
• Students mix in the class, keeping a hand raised
  until they find a new partner. They greet one
  another with a gambit.
• Student A asks student B a question from the
  worksheet Student B explains how to draw and
  label the figure.
• Student B checks and initials the diagram.
• Students then trade roles and repeat steps 2 and
  3.
• Students mix again as described in the first step
  and repeat the procedures.
• When each student completes the worksheet he/she
  can sit down and be used as a resource by
  students still trying to complete the sheet.
• When all students have completed the worksheet,
  they form groups of two to four and check
  answers.

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Find Someone Who

• Draw and Label Polygons
• Include some questions that the student can
  answer on the sheet.
• Provide a stamp of particular polygons for the
  student to use.
• Allow the student to mix with a partner.

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WEBSITES

• http//web.utk.edu/lre4life/(LRE for LIFE
  Project)
• http//regentsprep.org/Regents/math/teachres/Ttile
  s.htm (Homemade Algebra tiles)
• http//www.successlink.org/great/g233.html (Using
  Algebra tiles)
• http www.etacuisenaire.com/ (Algeblocks)
• http//www.cooperativelearning.com/ (Kagan)
• http//www.24game.com/ // (24 Game)