Tag Archives: ONES

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.

Tagged , , , , , , , , , , , ,

Multiplying and Carrying a Tens Digit

Carrying the TENS digit in a multiplication problem is a sticking point for many students. To address this, I use a task analysis approach to zero in on the step of identifying the product for the ONES as a prelude to carrying.

In the example below, 5 and 4 are in the ONES place and the product is 20. The task analysis steps involved:

  • compute the product
  • identify the digits in the product
  • identify the digit in the ONES
  • identify the digit in the TENS
  • Understand that the TENS digit must be carried to the TENS column

By creating a place holder for the product and scaffolding it to differentiate between the TENS and the ONES, the student can visualize the product. This reduces the demand placed on working memory. Once mastery with the place holder is demonstrated, it can be faded (and used as necessary as part of corrective feedback).

NOTE: I started this mini-lesson for a student with ADHD by having him warm up with problems without carrying. Also, extra line below the 60 and 20 are used for multiplying by 2 digit numbers (next in the sequence).

Tagged , , , , , , ,

Adding ones digits in 2 digit numbers with carrying

A major obstacle in math for many students with special needs is carrying in addition problems. Below is a task analysis approach.

First, I target the step of identifying the ONES and TENS place in the 2 digit sum in the ONES column (below it is 12). In a scaffolded handout I create a box to for the sum with the ONES and TENS separated. At first I give the sum and simply have the student carry the one.

sum of ones given.jpg

Then I have the student find the sum and write it in the box (14 below). Once mastered I have the student write the sum and carry the 1.

sum of ones given

They would have mastered adding single digit numbers before this lesson. I revert back to single digit numbers to allow them to get comfortable with writing the sum off to the side without the scaffolding. (In the example below I modeled this by writing 13.)

sum of ones with color no scaffolding

The last step is to add the TENS digits with the carried 1. I use Base 10 manipulatives to work through all the steps (larger space on the right is for the manipulatives) and have the student write out each step as it is completed with the manipulatives.

sum of ones with carrying with base 10 blocks first

Finally, the student attempts to add without the scaffolding. I continue with color but then fade it.

adding 2 digit numbers with carrying with color no scaffold

Tagged , , , , , , , , , , ,
%d bloggers like this: