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Assignment #1

Kiley Williams

EDSP 4363

Tarleton State University

number line for a student with dyscalculia. Because this student has a hard

time with math, differentiating this lesson plan would be of great benefit to

the student. The student is a very visual and hands on learner because she

has a hard time understanding the math problems when they are just on

paper. She works better when the teacher helps her one-on-one after she

teaches the lesson. The lesson is teaching students how to place fractions on

a number line. The lesson could be adapted so that someone with

dyscalculia could easily learn it.

Students with a learning disability might not be able to understand how to

place fractions on a number line. In this case, it is best to use simple

fractions like one-half, one-fourth, and three-fourths. This makes it easier for

them to understand basic fractions. This would benefit the students because

they would be able to learn about fractions without having to learn fractions

that are more difficult to understand.

visualize what the fractions actually look like.

Some students with a learning disability might learn better when they are

able to see pictures. They might not understand what a fraction is when it is

just written in fraction form but if they can see a picture representation then

it will help them to understand what they are looking at. Seeing a picture of a

pie cut into pieces is a possible way to help represent fractions. You can

cover some of the pieces and have the student say what the fraction is.

Since the student is a visual learner, she will benefit from seeing pictures of

the different fractions.

Because students with dyscalculia have a hard time understanding math, it

might be easier for them to understand if they are allowed to use

manipulatives. This allows them to be hands on with the fractions. They

might not be able to understand what they are looking at on paper. Using

manipulatives, you can stack them together and use them to represent

fractions. Making four stacks, you could make four different stacks and use

them to show , , and . This would help the student to see which

fractions are bigger. This will help students to be able to place the fractions

on a number line.

student.

Teaching the students only a few fractions at a time can keep them from

being so overwhelmed that they just shut down completely. As a student that

already has a hard time with understanding math, fractions can be really

overwhelming to them. By giving them a smaller amount of fractions to work

with, the student will be able to process them easier. If the other students

have to place ten fractions on the number line, then have the student with

dyscalculia only place five numbers on the number line. This way she is still

learning about plotting fractions, but has less problems to be overwhelmed

by.

Work with the students one on one so that they can ask questions.

Some students need one-on-one teaching to be able to understand.

Sometimes the classroom environment is too much for a student with

learning disabilities. It might be more beneficial to the student to work oneon-one with the teacher. They have the opportunity to ask more questions

than they would during the lesson. After giving the lesson to the class, you

should sit down with the struggling student and work through all the

problems with them. When they get stuck you can reteach to just them

instead of having to reteach the entire class. To help the student, the teacher

should help the students to place the fractions onto the number line. If the

teacher reads the fractions out loud to the student, then it would help them

to know what each fraction means.

numbers on a number line.

For some students with learning disabilities, learning fractions is too difficult

and they cant understand. For these students it might be easier to have

them place whole numbers on a number line. That way they are still

practicing number order and number lines. It might be beneficial to add

halves to the number line so that they can begin to learn fractions. Using

both whole numbers and halves can help introduce fractions to the students

without being too overwhelming.

Students might not be able to understand the fractions on their own. It might

be beneficial to have the students work in groups or pairs so that they can

bounce ideas off of each other. If you pair the students up in pairs- with one

student that understands fractions and one that does not, then they will be

able to teach each other. This works because the person teaching the other

student learns more while teaching them and the other student learns from

the student teacher. In a group, multiple students are able to teach

everyone about fractions. They are able to work through problems together,

so they are bound to come up with the right answer together.

questions aloud.

Since the student has a hard time understanding math, it would be hard for

them to try to explain them in a written answer. If the student is allowed to

answer the questions out loud then maybe she will be able to explain her

answers better. This would benefit her because then you would be able to

actually know what she understands. You could then reteach whatever the

student does not know.

Conclusion

This student with dyscalculia has problems understanding math, therefore

this lesson about putting fractions on a number line needed to be

differentiated. The lesson was adapted so that the student could use models,

work in groups, and answer the questions aloud. As a teacher, you can

change the number of fractions, you can use simplified fractions, and you

can work one-on-one with the student. All of these adaptations will greatly

benefit the student.

Readiness Standard

3.3F represent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial

models, including number lines.

3.3H compare two fractions having the same numerator or denominator in problems by reasoning about

their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

Supporting Standard

3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6,

and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

3.3B determine the corresponding fraction greater than zero and less than or equal to one with

denominators of 2, 3, 4, 6, and 8 given a specified point on a number line

3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been

partitioned into b equal parts where b is a non-zero whole number

3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to

b as a sum of parts 1/b

3.3E solve problems involving partitioning an object or a set of objects among two or more recipients

using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8

3.3G explain that two fractions are equivalent if and only if they are both represented by the same point

on the number line or represent the same portion of a same size whole for an area model

3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line.

Pay special attention to this processing TEKS:

3.1A Apply mathematics to problems arising in everything life, society, and the workplace.

3.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan

or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and

the reasonableness of a solution.

3.1C Select tools, including real objects, manipulatives, paper and pencil and technology as appropriate,

and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

3.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations,

including symbols, diagrams, graphs, and language as appropriate.

3.1E Create and use representations to organize, record, and communicate mathematical ideas.

3.1F Analyze mathematical relationships to connect and communicate mathematical ideas.

3.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical

language in written or oral communication.

We Will: represent

fractions with

denominators of 2, 3, 4,

6, and 8 using a variety

of objects and pictorial

models, including

number lines.

Monday:

I will: show how to

divide a number line

from 0 to 1 into equal

parts and then represent

fractions on the number

line.

Tuesday:

I will: create and identify

fractions on a number

line.

Wednesday

I will: write the unit

fraction that represents

each part of the length.

Thursday-Friday:

I will: identify how to

write the fraction of the

length using a number

line or any line segment.

- What are different interpretations of a fraction?

- How can you show and name part of a region (whole)?

- How can a fraction name part of a group?

- How can you record fractions on a number line?

- How can you name points on a number line?

- How can a fraction name part of a length?

- How can you show a fraction as a sum of its parts?

- How can you share items equally?

- How can you analyze given information to solve a problem?

- How can you compare fractions with the same denominator?

- How can you compare fractions with the same numerator?

- How can different fractions name the same part of a whole?

- What do equivalent fractions look like on a number line?

- How can you use reasoning to solve a problem?

Academic Vocabulary:

fraction

unit fraction

numerator

denominator

equivalent fractions

region

set

whole number

consecutive

Teacher Table: Students should work with teacher on skills they

need to focus on based on the unit tests weve had so far.

Technology: Rexflex Math or IXL Math

Math Facts/Review: Either a review of a skill your class is low in,

or continue working on multiplication fact mastery.

Journal: Students should be writing critically about determining

parts of a whole or set.

Independent Practice: various word-problems from task cards,

worksheets, or Fast Focus

Homework this week will be various word problem worksheets you

feel would best suit your students. Another suggestion for

homework would be the Fast Focus pages for specific TEKS in

Heathers room. YOU CAN ALSO CUSTOM-MAKE HOMEWORK

FOR STUDENTS BASED UPON THEIR NEEDS.

Monday: Fractions on a number line

Introduce fractions on a number line by posing the solve and share

scenario on page577. You can give students a piece of paper and

have them fold to show them how to divide rectangle into halves

by drawing a line through the middle of the rectangle, then divide a

length into halves by making a tick mark halfway between one end

of the length and the other. Review the vocabulary: fraction and

number line. It is wise to discuss whole and part at this point as

well.

Explain that they will begin learning about how to divide a number

line from 0 to 1 into equal parts and then represent fractions on

the number line.

Show the Pearson video for lesson 11-3 and complete the Do You

Understand? part of the introduction. Be sure to discuss the

vocabulary words, numerator and denominator at this point.

Have students practice how to show and name part on the number

lines using either the textbook or various handouts provided.

Critical writing: Have students explain what the different

vocabulary words mean we have discussed so far. Have them

draw an example in their journals of each of the words.

Tuesday: Fractions on a number line

Pass out a long piece of paper (or sentence strip) and have the

students complete the activity on page 583. This shows them how

fractions can be represented on a strip and also the

representations of parts of a whole need to be equal.

Show the Pearson learning video for lesson 11-4 and do the Do

You Understand? part of the introduction. The Do You

Understand? part will count as their critical writing for today. The

students can write how to identify the fractional parts of a number

line and how to identify them.

For our boys you could use a football field to show a number line

(just change the numbers on the yard lines to fit our needs). :)

Do a lot of practice either using the book, or the various handouts

provided.

Wednesday: Fractions and Length

Complete the solve and share. The teacher could fold a long

piece of paper and have the students tell her to fold it to represent

4th and 8th. Complete the question on page 589 and you could

use the explain part of the question as your critical writing for the

day.

Show the Pearson learning video lesson 11-5 if could also be a

good idea to have the students draw the missing pieces to make

the whole unit fraction. (this could be good visual for the kids to

see how all the parts on the fraction connect).

Do a lot of practice either using the book, or the various handouts

provided.

10

Please use this time to reteach your students and make sure

understand about number lines and how to represent the fractional

length. The extending questions at the end of the problem solving

practice are really good to extend the concept because the

students are able to practice two step problems with the questions.

Use the various handouts, fraction games, and resources we have

at our disposal to expose students to as many types of these kinds

of questions as possible.

Also please make sure you are looking at the unit assessment for

backwards design. :)

Critical Writing: Provide an opportunity this week for students to

explain fractions on a number line or fractions and length.

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