Category Archives: instructional strategies

Superhero Math

I was recruited to help a middle school student who is having a very rough time at this time in his life. It was shared with me that he likes Marvel superheroes and he is struggling with counting money and multiplication. Below are some ideas I presented for a test run and photos of the items I ordered for these suggested activities.

  • For multiplication

    • Put the heroes (or villains) in groups of 2 and have him count out 4 groups and compute. Use different groups and number per group. (IGNORE the numbers on the cards)

    • Get a group of 10 villain cards. Pretend heroes have to travel in groups of 2 and ask how many groups to get 10 heroes to fight the 10 villains. (IGNORE the numbers on the cards). Variations of this.

    • After gets the idea of groupings, focus on the number on the cards and show him two 5s and have him compute. Variations of this.

    • Play a game where he draws two cards and has to multiply the cards (start with very low numbers or maybe show him a 2 card and he has to pick another card to multiply by 2.

marvel playing cards

  • For Money

    • Tell him he earn money to buy these figures, one at a time – a monetary version of a token economy. Have him rank them by his favorite to least favorite and come up with a price for each with his favorite figures costing more. Start with the least favorite and make the price such that with a little practice he could count out the coins to pay for it. Maybe 17 cents with dimes and pennies. He has to count out the money correctly and independently to actually buy the item.

Avengers Figurines

  • Other options

    • If he needs work with addition you can play WAR in which 3 cards are played and each person adds to find the total. For subtraction do the same with 2 cards.

    • You can play subtraction in which one person has superheroes and the other has villains. In order for a villain to win a villain card has to be higher than a hero card by 3 or more.

You can write an 11, 12 and 13 on the J, Q, K cards respectively. All the games can be presented though Direct Instruction – I do, we do, you do. The You do can be used as daily progress monitoring. If he needs prompting this can be recorded. This can be used for your progress reports. Attached is a data sheet I use for activities.

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Velocity, Acceleration, Speeding Up and Slowing Down

DISCLAIMER: This is a very mathy, math geek post but it also has value in demonstrating instructional strategies and multiple representations.

We all understand speed intuitively. Velocity is speed with a direction. Negative in this case does not indicate a lower value but simply which way an object is traveling. Both cars below are traveling at equivalent speeds.

velocity vs speed

The velocity can be graphed (the red curve below). Where the graph is above the x-axis (positive) the car is traveling to the right. Below is negative which indicates the car is traveling to the left. The 2 points on the x-axis indicate 0 velocity meaning the car stops (no speed). (I will address the blue line at the end of this post as to not clutter the essence of what is shown here for the lay people who are not math geeks.)velocity graph with tangents

Below is an example of using instructional strategies to help make sense of the graph and of velocity, acceleration, speeding up and slowing down.

As stated previously, the points on the x-axis indicate 0 velocity – think STOP sign. As the car moves towards a stop sign it will slow down. When a car moves away from a stop sign it speeds up.

The concept and the graph analysis are challenging for many if not most students taking higher level math. This example shows how instructional strategies are not simply for students who struggle with math. Good instruction works for ALL students!

speeding up and slowing down

It is counterintuitive that when acceleration is negative the car can be speeding up. The rule of thumb is when acceleration and velocity share the same sign (+ or -) the object is speeding up. When the signs are different the object is slowing down. This rule is shown in the graph but the stop sign makes this more intuitive.

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Lego Fractions

The photo below is courtesy of Robert Yu, Head of Lego Education China, as shared by Jonathan Rochelle, Director for Project Management at Google.

The use of Legos shown here is a classic (and wicked clever) example of manipulatives.

Lego fraction model

Before writing the actual fractions students can use drawings as shown below. The sequence of manipulatives, drawings then the actual “mathy” stuff constitutes a Concrete-Representational-Abstract (CRA) model. Concrete = manipulative, Representational = picture, abstract = symbolic or the “mathy” stuff.

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So Easy?!

Problems like the addition problem below are often viewed by adults as straight forward. This perception can make it difficult for adults, including teachers and even special education teachers to help students who struggle with it.

I find that the math teacher candidates and special education teacher candidates struggle with breaking down math topics, especially “easy” ones like the one below, into simple steps. To help students who struggle with math breaking down the math topic is imperative. The analogy I use is to break the topic down into bite-sized pieces like we cut up a hot dog for a baby in a high chair.

0217191819_2

For new teachers I use a formal task analysis approach to teach candidates how to cut up the math into bite-sized pieces. A task analysis for the problem above was an assignment given to a group of graduate level special ed candidates. As is common, they overlooked many simple little steps hidden in the problem. These steps are hidden because they are so simple or so automatic in our brains that we don’t think about them. See below for how I break this topic into several pieces or steps. For example, before even starting the addition the person doing the problem has to identify that 43 is a 2-digit number with 4 in the TENS place and 3 in the ONES place. Understanding that the problem is addition which entails pulling the numbers together to get a total (sum) is an essential and overlooked step. If a student struggles with a step the step can be addressed in isolation, as I show in another blog post.

0217191815_2

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Trig Fingers

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Place Value Representation

Here is an easy way to create and implement strategy to unpack place value for students (created by one of my former graduate students). I suggest using this after manipulatives and visual representations (drawing on paper) in a CRA sequence. It is hands on but it includes the symbolic representation (numbers). Hence is another step before jumping into the mathy stuff.

pace value representation just numbers.jpg

The focus can shift to money as well.

2017-06-07 18.06.49

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The I in Instruction can be the same I in IEP and IDEA.

I am consistently surprised by the reliance on canned items for students who struggle. There are different reasons students struggle but we know that there are secondary characteristics and factors that inhibit effective information processing that can be addressed with some Individualization.

In a math intervention graduate course I teach at the University of Saint Joseph, my graduate students are matched up with a K-12 student with special needs. The graduate student implements instructional strategies learned from our course work. Below is the work of one of my grad students. From class work and our collaboration we developed the idea of using the fish and a pond as base 10 blocks for the student my grad student was helping. He likes fish and fish will get his attention. The grad student explained that if he has 10 fish the 10 fish go into a pond. In the photo below the student modeled 16 with a TEN (pond) and 6 ONES (fish).

2018-07-26 17.13.05.jpg

Similarly, another student likes Starbursts and that student’s respective grad student created Starburst packs to represent TENS and ONES (there are actually 12 pieces in a pack so we fudged a little).  The point is that it was intuitive and relevant for the student. The student understood opening a pack to get a Starburst piece.

2018-07-26 17.41.15

 

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More Than: Concept and Symbol

The alligator eats the bigger number is the common approach for student to use inequality symbols (<  > <  > ). I find that students remember the sentence but many do not retain the concept or use the symbols correctly, even in high school. The reason, I believe, is that we introduce additional extraneous information: the act of eating, the mouth which is supposed to translate into a symbol, the alligator itself. For a student with processing or working memory challenges this additional information can be counter productive.

alligator eats bigger number

I use the dot method. By way of example here is the dot method. I show the symbols and highlight the end points to show one side has 2 dots and the other, 1.

Compare-with-Dots

Then I show 2 numbers such as 3 and 5 and ask “which is bigger?” In most cases the student indicates 5. I explain that because 5 is bigger it gets the 2 dots and then the 3 gets the 1 dot.

3 dots 5

I then draw the lines to reveal the symbol. This method explicitly highlights the features of the symbol so the symbol can be more effectively interpreted.

3 less than 5.

That is the presentation of the symbol. To address the concept of more, especially for students more severely impacted by a disability, I use the following approach. I ask the parent for a favorite food item of the student, e.g. chicken nuggets. I then show two choices (pretend the nuggets look exactly the same) and prompt the student to make a selection. This brings in their intuitive understanding of more.

concept of more chicken nuggets just plates

I think use the term “more than” by pointing to the plate with more and explain “this plate has more than this other plate.” I go on to use the quantities.

concept of more chicken nuggets more than words

Finally, I introduce the symbol to represent this situation.

concept of more chicken nuggets more than symbol

Below is the example my 3rd grade son used to explain less than to a classmate with autism. This method worked for the classmate!

Lucas less than example

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Meeting Needs Part 2

In the past year I have helped two 7th grade students who are categorized as twice exceptional (2e). Both had more severe math anxiety that impacted their performance and masked their ability. When we started both were working on elementary school level math. Within a couple of months both were working on algebra. (Both had gaps but I was testing their ability by test running higher level math with them.)

As I shared in a previous post my approach is to focus on meeting needs. I want to elaborate on this. My secret is I listen to the student… In other words, the student drives the instruction.

Here’s an analogy. You go to a frozen yogurt or ice cream store and they offer you a sample. You try a couple then go with the one you like. That’s what I do. I try out different types of instruction (samples of the ice cream) and the student tells me (verbally or by the response to the instruction) which one they want. That is the I in IDEA and in IEP.

icecream samples

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Common Denominator – Why?

We explain steps in great detail to students but often omit the underlying concept. The topic of adding or subtracting fractions with unlike denominators is an example of this.

subtracting unlike denominators     adding unlike denominators

The example above right is a short cut for what is shown above left. These short cuts, which math teachers love to use, add to the student’s confusion because these rules require the student to use rote memorization which does is not readily retained in the brain.

I suggest using what I call a meaning making approach. I present the student 2 slices of pizza (images courtesy of Pizza Fractions Game) and explain the following setting. “You and I both paid for pizza and this (below) is what we have left. You can have the pizza slice on the left and I will have the pizza slice on the right. Is that OK?” The student intuitively understands that it is not because the slices are different sizes. I then explain that when we add fractions we are adding pizza slices so the slices need to be the same.

fourth pizza slice         half pizza

I then cut the half slice into fourths and explain that all the slices are the same size so we can now add them. Then the multiplying the top and bottom by 2 makes more sense.

fourth pizza slice          2 fourths pizza slices

 

 

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