Making Math Accessible for All Students
Many students struggle with writing equations for linear functions, even with only 2 parameters to fill in (slope and the y-intercept are parameters for the equation). This approach make a connection between the table and graph with the equation. The relevant, real life context helps students.
Link to YouTube video showing how to present the activity.
Link to Facebook Reel showing presentation.
Link to Google Slides used in video – make a copy to edit.
Link to handout used in the presentation.
It is easy to get caught up in the steps and rote memorization when working with fractions. The brain processes information more effectively when the information is meaningful. ADHD makes paying attention to rote memorization of steps even more challenging.
Below is an excerpt of work I completed with a middle school student who has ADHD. This was completed extemporaneously as intervention (you see his initial attempt was incorrect) but can be used as Universal Design in whole class instruction.
Here is a break down of how I helped the student after seeing his mistake in his initial attempt. First, I modeled the first mixed number as pizza pies.
Then I presented the problem in pizza terms. “You have 3 pies and 1 slice and you are going to give me 1 pie and 2 slices. Do you have enough slices?” <wait for response> “You don’t, so what can we do?” <wait for response> “We cut up one of the pies.” I have the student cut the pie into fourths.
I then make the connection with the mixed number and guide the student to taking away 1 pie and writing 4/4. This provides more concrete meaning for writing 1 as 4/4.
In turn, this provides meaning for the new mixed number and meaning for the subtraction of the whole numbers (pies) and the fractions (slices).
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.
   
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.
     
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.
      
SBAC and PARC problems used to test CCSS are challenging and often draw upon context unfamiliar to students. This means students must navigate the content, problem solving and deciphering context. Below is an SBAC problem dealing with photo albums…PHOTO ALBUMS. Do kids today understand this? In the subsequent pictures you will see the work of one of my students on handouts I created that develop an understanding of the SBAC problem – note the “x-2” at the end. The idea is to shape their ability to do such problems.
