1. 2010 Region 3 Education Service Center / Texas A&M University

2. By the end of this training, you will be able to describe strategies for teaching functional math explain teaching approaches of different functional math skills define in vivo instruction illustrate using in vivo instruction to teach math skills 2 2010 Region 3 Education Service Center / Texas A&M University

3. Basic math skills – Prenumber skills – Counting – Numerals and place value – Computational skills Questions—What are some math skills applied in adulthood? In what activities and settings? – Money skills – Time – Calendar use (Best, Heller, and Bigge, 2010) 2010 Region 3 Education Service Center / Texas A&M University 3 Handout #1

4. Functional academics are skills that can be applied when performing daily activities Functional math skills are basic math concepts that can be applied to other skills, such as money skills, telling time, and using calendars Most studies about teaching math skills to students with moderate to severe disabilities are focused on teaching functional math skills –Store purchases (Wheeler et al., 1980; Westling, Floyd, and Carr, 1990) –Writing and cashing checks (McDonnell and Ferguson, 1989) –Using vending machines (Browder, Snell, and Wildonger, 1988) 2010 Region 3 Education Service Center / Texas A&M University 4

5. One-to-one correspondence Object discrimination and classification Descriptive comparisons Seriation (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 5 Activity #1a

6. Rote counting—“How far can you count?” Rational counting Patterned counting Counting on Skip counting (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 6 ** * ** *** * *** ** *** * *** Activity #1b

7. Steps: Matching numerals Numeral identification Matching numerals to items Identifying place values (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 7 Activity #2 Easy Difficult

8. Addition Subtraction Multiplication Division 2010 Region 3 Education Service Center / Texas A&M University 8

9. TouchMath—www.touchmath.comwww.touchmath.com 2010 Region 3 Education Service Center / Texas A&M University 9

10. MathLine—www.howbrite.comwww.howbrite.com Video 2010 Region 3 Education Service Center / Texas A&M University 10

11. Math Marks (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 11 8 + 4__ \\\\ 12 1.Student makes tally marks beside the smaller number (4). 2.Student says the larger number, “8.” 3.Student touches each mark and counts, “9, 10, 11, 12.” 4.Student writes the answer “12.” 8 - 4__ \\\\ 1.Student says the small number, “4.” 2.Student says, “5,” and makes a mark below the line, says, “6,” and makes a mark, says “7” and makes a mark, and says, “8,” and makes a mark. 3.Student counts the marks. 4.Student writes the answer “4.”

12. Traditional money instruction 1. Matching “like” coins 2. Identifying the name and value of a penny and a nickel 3. Identifying the name and value of a dime 4. Identifying the name and value of a quarter 5. Identifying and counting dollar bills 6. Counting “like” coins 7. Counting “unlike” coins 8. Verifying change 9. Decimal notation 10. Making purchases with money 11. Word problems 12. Money management and related skills (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 12

13. Using real money to teach A dollar-first sequence for teaching money skills 1.One-dollar bill 2.Ones to tens (one-more-than/next-dollar strategy) 3.Ten-dollar bill 4.Mixed tens and ones 5.Equivalence 6.Coins 2010 Region 3 Education Service Center / Texas A&M University 13

14. Coin counting (Lowe and Cuvo, 1976) 1.Count nickels by five 2.Count dimes by counting each coin with two 5s 3.Count nickels and dimes together with finger prompting 4.Count quarters by counting each coin with five 5s 5.Count pennies last 2010 Region 3 Education Service Center / Texas A&M University 14

15. John is learning how to count a combination of five coins (a quarter, two dimes, a nickel, and a penny). John arranges them as quarter, dime, dime, nickel, penny. He will then use finger tapping to count in a sequence as follows: 2010 Region 3 Education Service Center / Texas A&M University 15 CoinFinger PromptCoin Tap and Verbalization Quarter5 fingers“5, 10, 15, 20, 25” Dime2 fingers“30, 35” Dime2 fingers“40, 45” Nickel1 finger“50” PennyNo finger“51 … it is 51 cents” (Snell and Brown, 2000, p. 534)

16. Steps: 1.Clock identification 2.Telling time to the hour 3.Telling time to the half hour 4.Telling time to the quarter hour 5.Telling time in 5-minute increments 6.Telling time to the minute 7.Alternate ways of expressing time 8.Minutes before an hour (Best et al., 2010) 2010 Region 3 Education Service Center / Texas A&M University 16 Video

17. Using a schedule card and digital watch Modifying the analog clock 2010 Region 3 Education Service Center / Texas A&M University 17

18. Days-weeks-months-years Daily calendar Weekly strips Resource—templates for calendartemplates for calendar 2010 Region 3 Education Service Center / Texas A&M University 18

19. Object Object paired with photograph Photograph Photograph paired with color line drawing Line drawing (color or black/white) Line drawing paired with text Text Lower visual discrimination level Higher visual discrimination level 19 2010 Region 3 Education Service Center / Texas A&M University

20. Kelly is a twelfth grader who has severe intellectual disabilities. She has very limited vocabulary. Jason is an eighth grader who has autism. He is included in all general education classes. Simon has moderate intellectual disabilities and is working on reading some simple words. Charles has a visual impairment. He can see text by using a magnifier, but he has difficulty in differentiating colors, pictures, and line drawings. 2010 Region 3 Education Service Center / Texas A&M University 20

21. Use individualized instruction Address phases of learning Use explicit and systematic instruction Use in vivo instruction (Collins, Kleinert, and Land, 2006) 2010 Region 3 Education Service Center / Texas A&M University 21

22. In vivo (“in life”) instruction, also known as community-based instruction, means the teaching takes place in an actual community setting involving a real-life activity (Snell and Brown, 2000) Several studies have employed the in vivo instruction to teach purchasing skills and other functional measurement skills –Using vending machines (Browder, Snell, and Wildonger, 1988) –Making purchases by using the next-dollar strategy (Colyer and Collins, 1996) –Cashing checks and using an ATM (McDonnell and Ferguson, 1989) 2010 Region 3 Education Service Center / Texas A&M University 22

23. Systematic instruction –Task analysis (TA) –Time delay and system of prompting –Feedback –Reinforcement Scheduled sessions Both in classroom simulated training and community-based training Varied instruction format –Group instruction –One-to-one instruction Generalization to different sites 2010 Region 3 Education Service Center / Texas A&M University 23 Activity #3

24. Three questions to ask: Where will the instruction occur? (post office, bank, mall, department stores, home, gym) With whom will the instruction occur? (teachers, job coaches, family members, peers) How often will the instruction occur? (twice a week, every vocational training session, daily) 2010 Region 3 Education Service Center / Texas A&M University 24

25. TaskWhere Instruction Will Occur With Whom Instruction Will Occur How Often Instruction Will Occur Follow a daily schedule School: –Use a locker –Have lunch –Walk to school bus Coach; home room teacher; peers Daily Community: –Vocational training site Job coachTwice a week Home: –Get up –Catch a school bus –Go to sleep Family members; friends Daily 25 2010 Region 3 Education Service Center / Texas A&M University

26. Choosing appropriate instructional setting Accommodating students’ special needs Transportation arrangement Instructors Balancing community-based instruction and general education inclusion 2010 Region 3 Education Service Center / Texas A&M University 26

27. Functional math skills can be taught through direct instruction through different formats: One-to-one teaching Small-group instruction Observational learning Independent practice under the guidance of a teacher, paraprofessional, or peer 2010 Region 3 Education Service Center / Texas A&M University 27

28. Scenario Kelly is a 10-year-old student with severe cerebral palsy. She is learning the task of using an elevator. The teacher will tell her which floor to go to. Kelly will identify the current floor number on the wall, decide whether to go up or down, and then use the elevator to go to the designated floor. Directions Based on this scenario, plan a community-based lesson by completing a table. 2010 Region 3 Education Service Center / Texas A&M University 28 Activity #4

29. Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Write down some ideas of what you want to start using in your classroom. 2010 Region 3 Education Service Center / Texas A&M University 29