Each year spent with a student with special needs is the first year of a chain of subsequent years, like a line of dominoes. EXCEPT, there are multiple lines of dominoes and a teacher may be tipping over the first domino in a line of several possible lines of dominoes. One line may topple towards community college and another towards a job, with no college.
Each year impacts the future, yet we often only see that one year in isolation. We see only the next domino.
Some educators and parents of students with special needs are unclear about what is meant by the term inclusion. Some think it is having the student with a disability in the same location as “nondisabled peers.” Some think it involves doing the same exact tasks or academic work.
Sesame Street figured this question out years ago. The girl in the red shirt in the video below (video set to start with her) was experiencing inclusion, not because she was next to the other kids. She was not jumping rope but was most certainly included and appeared to love it! (Note: “inclusion” is not defined in IDEA, so formally this issue would be one of least restrictive environment.)
Below is a genius representation of inclusion (not my idea).
It appears that inclusion is sometimes viewed as a dichotomous choice. For example, I observed the student in a school who was the most severely impacted by a disability sitting in a grade level history class during a lesson communism. This was an effort to provide inclusion but was he was experiencing proximity.
Below is an example of inclusion for a student with autism in an algebra 1 class. Below left is a typical math problem. To the right is one I created for the student with autism. It was designed to help him understand the concept of matching inputs and outputs without using a lot of the math terminology. In his case, the focus in math was on concepts.
Plotting points is surprisingly challenging for some students. Here is an approach originated by one of my former math teacher candidates in a methods class I taught. This approach uses the analogy of setting up a ladder.
First, determine where to position the ladder, then climb the ladder. (brilliant and not my idea). Plot the point on the ladder, then pull the ladder away. The context includes green grass for the x and yellow for y because the y axis extends to the sun. This is shown on a Google Jamboard with moveable objects (you can make a copy to edit and use on your own).
Next, fade the ladder but keep the color – note the color of the numbers in the ordered pair. 3 is green so move along the grass to the 3. Then yellow 5 so move up 5, towards the sun.
Now, keep the the colored numbers and still refer to the green grass (faded) and sun (faded).
Finally, on a handout students can use highlighters as necessary to replicate the grass and sun numbers. The highlighters can be faded to result in a regular plotting a point problem.
A question was posed recently that I find intriguing and important. The question was, “what is the difference between slope, constant of proportionality, unit rate, and rate of change?” I researched the answer to this to evaluate my own understanding of these terms. Here is what I found (and am open to feedback as my understanding evolves).
First, I found a credible website that provides a glossary of math terms, the Connected Math Program page on the Michigan State University website.
In this glossary I found the definitions of the terms in question, along with the term rate.
I then found examples from a Google search that provided more of a visual image of each term.
Note that when we identify slope in an equation, we are identifying the slope of a line from the equation of the line. Slope is a measure of steepness of a line so the number likely should be thought of in that context.
The constant of proportionality can be found in different representations, but it is a constant while the slope is a measure of steepness – a special type of constant. (See definitions from MSU).
A rate, as seen in the definition above, involves units. A rate of change is the change of input and output variables so this is a little different than a simple rate as units may not be cited but could be cited (see last two images below).
The confusion for many of us is that there is overlap between these terms, depending on context. This is similar to the man on the right who can be referred as father or son, depending on the context. Slope is a rate of change for a line. A constant of proportionality is the slope for a linear representation of a proportional relationship.
The constant of proportionality is a constant but can be interpreted in a given context.
Slope is a ratio that can be interpreted in a given context. In the example below, slope = 100/1 and is interpreted as a rate of change of $100 per month.
I have produced a Beta version of a sequence of algebra 1 videos (up to 1 step equations as of Aug 15, 2021 with more on the way).
My approach is to unpack the concepts before showing the steps so the student understand how the math works. The videos are kept shorter, when possible, and they build on each other.
I will eventually revise many if not most videos based on feedback. Also, I will create a practice worksheet for each. For now I am simply trying to get something out there for the start of the school year. Solving equations is an incredibly important math topic to master and I hope these help.
If you have a student who is learning to count money, here is a virtual set up to do so. I suggest having the student do a test run by moving coins into a box and bills into a box. It is easy to duplicate each item by clicking on the item to duplicate it.
If it works, you can insert images of items to purchase. Note, I start with just pennies or just $1 bills and incrementally add additional currency. I also present items to purchase that are of interest to the student – the image below was used with a student who loves Minecraft.
A hidden treasure is the Common Core of State Standards Math Coherence Map. It is an interactive flow chart that shows connections between the various standards.
If you are teaching math, you can see the connections between what you are teaching, what was taught previously, and how you are preparing students for their future math education.
If you are a special education teacher, you can see the progression of prerequisite skills. If you write IEP objectives for grade level standards, you can address the prerequisite standards and progress made through these prerequisites can show progress towards mastery of the IEP objectives.
In this post, I show the progression from 1st grade standard on the = sign and 2nd grade standard of repeated addition all the way to interpreting slope in high school math.
After clicking “Get Started” you will narrow your focus to the grade, the cluster, and then the math domain.
The flow chart shows connections between a selected standard and others, including prerequisites. In this case 8.F.B.4 – 8th grade content that is a prerequisite for the high school math work. Click on the 8.F.B.4 standard and it pops up (below right).
In turn, the 8th grade standard is connected to a 7th grade prerequisite regarding ratios and proportions.
Notice that the 7th grade standard, 7.RP.A.2, appears to be a dead end (bottom left). I picked up the path by clicking on Grade seen at the top left of the screenshot and made my back to that standard and the connections to prerequisites appeared. (Same happened in 3rd grade shown further down in this post.)
The path continues from ratio and proportions in 7th grade to unit rate in 6th grade, multiplication word problems and multiplication in elementary school.
I want to emphasize that students are working on unit rate and slope problems in ELEMENTARY SCHOOL! 3.OA.A.1 below addresses groups of objects model for multiplication and 4.OA.A.2 addresses word problems involving multiplication.
I was recently working with a student entering middle school on multiplication word problems. To unpack the word problems and the concept of multiplication in context, I had her draw (photo below) groups and groups of objects to help her identify the unit rate (although we don’t use that term yet). This work will impact her math education through the high school math and even into college (slope has been a common gap for the college students in the math courses I taught at various colleges and universities).
This approach I used with the student could be used for high school students, especially those with special needs.
I previously related elementary school word problems with math topics in secondary schools. The photo below shows a method to help elementary school students unpack the multiplication problem, to help middle school students identify the unit rate, and to help algebra students identify slope (you can focus on simple problems like this as an entry point to the linear function type problems).
In advance of this method, a review is conducted on the representation of multiplication using the groups of items model (below). By drawing a picture for the two parts of the problem that have a number, the students are guided to break the problem into parts and then to unpack the parts. The “5 boxes of candies” is represented by squares (or circles if you prefer) with no items inside. The “each box holds 6 candies” is represented by a single square with 6 items (dots) inside.
In turn, the drawing of the group of items leads to the multiplication statement, “6 candies x number of boxes.” I prompt students to include the items with the number as sometimes they will write this statement as “6 x number of candies”. I point out that 6 and candies go together. As seen in the previous blog post, the next step in this problem would be to replace “number of boxes” with the quantity given and then compute.
The way a student counts money in school on a school desk or table (top photo) is the way he or she will attempt count at the register as seen in the 2nd photo in which the student pulled all bills from his wallet then counted, with some bills folded. (Bonus if you can identify the woman in the photo!!!)
In the top photo (below) I had the student pull bills out from his wallet, with the bills unfolded and in order in his wallet (you can see he pulled a $20 bill first). In the next photo you can see that he is counting out the bills from the wallet as he did in practice.
One step in reading and analyzing scatterplots is simply identifying what the dots on the graph represent. If students do not understand the dots (including the position) how can they analyze. An approach I have used is start by having students create their own scatterplot for mileage and price of used cars they shop for on Carmax.com. This allows them experience the scatterplot from a data and context point of view.
Then I present the scatterplot of used Ford Mustangs on a Jamboard (image above) with ads for two used Mustangs along with a cutout of each car. The goal is to help the students understand the reasoning behind the position of each dot.
First, I take the cutout of the first car and “drive it” along the x-axis (top 3 photos in gallery below). This helps them understand the horizontal axis placement. Then I move the car up to the appropriate price (bottom row left). Finally, I replace the car cutout with the bigger blue dot that was placed by the ad with the car. We then discuss that a dot can be used to represent that car and the location on the scatterplot is based on the two values in the ordered pair (which can be typed into the ( , ) in the Jamboard next to each car.
The same steps are used for the other Mustang (see it “driving” along the x-axis below).
The next step would be to identify additional points on the scatterplot. I then revisit driving the cars and show that driving the car more miles results in a lower price and driving the car less miles results in a higher price. Finally, we discuss that this is a general trend but that it is not always true for each car. I highlight a couple points where one of the cars has more miles and a higher price (below). This leads into a discussion about additional factors influencing price.