## Counting Money as a Game

The Allowance Game is retail game tailored to students who are learning to count money.

I revised it to make it more authentic and more functional.

• I changed some money amounts to necessitate the use of pennies (see below)
• I use real dollars and cents to provide more opportunities to handle real money
• I differentiate by creating different task demands. For example
• I was using the modified version with 2 clients
• One was learning to count out dimes and pennies only, but could manage ONES simultaneously
• This student would also be provided a coin chart I use to teach students how to count with coins
• The other was practicing with ONES, and all coins up to a quarter
• I collected data on a data sheet – 1 per student

The students loved playing the game, it was engaging so they practiced the counting out money, I was able to collect data, and I was able to differentiate. When I co-taught a Consumer Math course, I would assign a para (instructional assistant) to facilitate the game with a couple students and to collect data.

## Data Collection for IEP Objectives

Here is an example of what data collection can look like. (The IEP objective should have been indicated on here as well.) It shows the data, any prompting from the teacher (P with a circle around it), notes and at the bottom is 3/9 for 33% correct.

Also note that I was working on finding the value of a set of nickels and pennies only before moving onto other combinations of coins and more coins.

## Assessment of a Math Objective

List all the steps for the objective. Use this table (above) as a pretest to identify gaps.

Provide instruction on the gaps. In the photo below I used color coding to show what to multiply and scaffolding to align the digits in ONES and TENS place. NOTE: I provide the problems with some steps already completed to focus on the steps forÂ which gaps were identified.

After providing instruction on the steps with gaps data is collected on mastery of these isolated steps. NOTE: The problems are identical in nature to the gaps and the problems used in instruction. (Link to the data sheets – WORD so you can revise.)

## Assessment for General Curriculum Math Topics

In special education there is a tool called a task analysis. It is a formal approach of identifying the steps taken to demonstrate mastery of a skill. For example, putting on shoes with Velcro straps involves the following steps: get shoes, sit on chair, match shoes with feet (right to right), insert foot into respective shoe etc.

I have applied this approach to general curriculum math topics from counting money to solving using the Quadratic Formula. Below are the iterations of my task analysis for the objectiveÂ count TENs, a FIVE and ONES (dollar bills) to pay a given price. The first shows a rough draft of notes I took as I actually counted out the money, going through each little step. The second shows the steps written out on a task analysis table I created. The third shows the final, typed version.

The table is used for assessment, collection of data and progress monitoring. TheÂ steps that are problematic can be targeted individually, e.g. skip counting by 10s.