2. Everyday Math for Special Education Students Gloria Brown Sara Newton

3. Why should we use Everyday Math with special education students?

4. Let’s take a look at the research… http://ies.ed.gov/ncee/wwc/reports/elementary_math/

5. And let’s look at some results… http://www.wrightgroup.com/download/em/plainfield_il.pdf

6. Provide wait time Think Write Show

7. Make connections to students’ lives

8. Or…

9. Schema can also be activated through literature

10. MODELING A CONCEPT 1.Model CONCRETELY. USE MANIPULATIVES! Show the work first yourself. The spotlight is on YOU, not YOU AND THE STUDENTS!

11. STUDENT ENGAGEMENT Have students TALK about math Have students WRITE about math

12. Teach “the big idea” Go to the “key concepts and skills” part of the lesson plan. This is where you will find the rubber meeting the road!

13. EDM Teachers’ Guide Check the Secure Goals Multiage Classroom You could go back and introduce the lesson at the concrete level Options for Individualization

14. Lesson 2.10 Let’s look at the “Reteaching”.

15. Lesson Closure When students SUMMARIZE THE LESSON they reflect on the learning by keeping a personal math journal. Describing what they learned also gives them a chance to USE VOCABULARY WORDS.

16. VOCABULARY WORDS Students need to be immersed in math vocabulary. How can we find ways to help them learn the words that go with the concepts?

17. Picture/Word Association on the Word Wall

18. Mnemonic Devices Division Family: Daddy Mama Sister Brother Please Excuse My Dear Aunt Sally King Henry Died Ugly Drinking Chocolate Milk Have your students come up with their own!

19. Songs The Weight Song You take my penny then you’ve got one ounce A bag of sugar’s gonna weigh 5 pounds A half a Coke, One kilogram Goodness gracious Grapes equal grams!

20. Games Games vs.Paper and Pencil Drill Enjoy practicing skillsTedious and monotonous Played during free time or at home Used during class Worksheet-freeWorksheet-based Used for differentiation Provide deep insight into student understanding Provide surface knowledge of student understanding

21. Modifying Games Target a smaller range of numbers. Modify blank spinners, decrease the number of dice, or limit the number of number cards. Have slates and markers on hand for students to use during game time. Have real world manipulates (coins and bills, etc.) ready for use. Introduce “game vocabulary” (like “target number”) with VISUAL CUES Provide facts tables or calculators Create illustrations to depict directions

22. Modifying MATH BOXES Create a cardstock template to allow students to focus on one problem at a time. Have students (or the teacher can) cover all but one problem with stickies. Stickies can be numbered so that problems can be completed in the order of importance. Have tools, such as real world manipulatives, or number charts and calculator, ready for support.