Everyday Math for Special Education

StudentsGloria Brown Sara Newton

Why should we use Everyday Math with special education

students?

Let’s take a look at the research…

http://ies.ed.gov/ncee/wwc/reports/elementary_math/

And let’s look at some results…

http://www.wrightgroup.com/download/em/plainfield_il.pdf

Provide wait time

Think

Write

Show

Make connections to students’ lives

Or…

Schema can also be activated through

literature

MODELING A CONCEPT

1.Model CONCRETELY.

USE MANIPULATIVES! Show the work first yourself. The spotlight is on YOU, not YOU AND THE STUDENTS!

STUDENT ENGAGEMENT

• Have students TALK about math

• Have students WRITE about math

Teach “the big idea”

Go to the “key concepts and skills” part of the lesson plan. This is where you will find the rubber meeting the road!

EDM Teachers’ Guide

• Check the Secure Goals• Multiage Classroom You could go back and introduce the

lesson at the concrete level• Options for Individualization

Lesson 2.10

Let’s look at the “Reteaching”.

Lesson Closure

When students SUMMARIZE THE LESSON they reflect on the learning by keeping a personal math journal. Describing what they learned also gives them a chance to USE VOCABULARY WORDS.

VOCABULARY WORDS

Students need to be immersed in math vocabulary. How can we find ways to help them learn the words that go with the concepts?

Picture/Word Association on the Word Wall

Mnemonic Devices

• Division Family: Daddy Mama Sister Brother• Please Excuse My Dear Aunt Sally• King Henry Died Ugly Drinking

Chocolate Milk• Have your students come up with

their own!

Songs

The Weight SongYou take my penny then you’ve got

one ounceA bag of sugar’s gonna weigh 5

poundsA half a Coke,One kilogram

Goodness graciousGrapes equal grams!

Games

Games vs. Paper and Pencil Drill

Enjoy practicing skills Tedious and monotonous

Played during free time or at home

Used during class

Worksheet-free Worksheet-based

Used for differentiation Used for differentiation

Provide deep insight into student understanding

Provide surface knowledge of student understanding

Modifying Games

• Target a smaller range of numbers. Modify blank spinners, decrease the number of dice, or limit the number of number cards.

• Have slates and markers on hand for students to use during game time.

• Have real world manipulates (coins and bills, etc.) ready for use.

• Introduce “game vocabulary” (like “target number”) with VISUAL CUES

• Provide facts tables or calculators• Create illustrations to depict directions

Modifying MATH BOXES

• Create a cardstock template to allow students to focus on one problem at a time.

• Have students (or the teacher can) cover all but one problem with stickies. Stickies can be numbered so that problems can be completed in the order of importance.

• Have tools, such as real world manipulatives, or number charts and calculator, ready for support.