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The lesson is designed to allow students to use strengths based, differentiated approach to teaching that is planned for using a Universal Design for
Learning to foresee issues relating to students with Mild Intellectual Disabilities access content, learn in the process and produce understanding through
various products (Ashman, 2014). As students with intellectual disabilities are often unable to understand the task instructions and how the task has to
be solved (Tiekstra, Hessels & Minnaert, 2009). Throughout the lesson, the content will be given through multiple ways to present content (concrete
models) and the Education Assistant under teacher direction will support this process through step by step breakdown of how to do a task with simple
demonstrations including verbal and written instructions; if they can read (Scherer, Beswick & DeBlois, 2016). Finally, the student will be given many
ways in which to demonstrate the concepts (visual/audio/tactile/kinaesthetic) and due to age and written abilities, will be given opportunities for an EA
to scribe verbal answers (Scherer, Beswick & DeBlois, 2016).
“Patterns are an important part of our world. We see patterns in nature, man made things like in your home and there is
even patterns in how we do things like walking and our habits like when we sleep, and eat.”
Introduction What are we doing: “Today we will explore patterns in addition and think about why some mental strategies work faster
when adding in our head.”
Time allocation: 10 minutes Why are we doing this: “Seeing patterns and using our mind to solve them is an important skill for the future to make
maths easier”.
Achievements for today:
All of us will… find patterns with our eyes and use mental strategies for addition and draw our thinking.
Most of us will… explain how they found patterns visually and use mental strategies for addition
Some of us will… explain how they found patterns visually and use mental strategies for addition. Explain why the
strategies work.
Expectations:
Remember everyone must:
Use listening ears and eyes.
Be prepared to share your ideas.
Tracking understanding: Note: Instil a value of honesty and acceptance in not understanding something.
Thumbs up if you understand.
Thumbs sideways if you’re not sure.
Thumbs down if you need more help.
Modification Note: Break lesson into steps – reference on whiteboard or personal mini whiteboard.
Choral speaking will assist students who do not know the 2 times tables very well as they can join in to copy what
students are saying and helps to improve further retention of the pattern orally.
2 ** 12 ************ 22
4 **** 14 and so on… 24
6 ****** 16
8 ******** 18
10 ********** 20
Share: Students are called upon to share with the class what they discussed and invited to show what they mean
to the class through many ways of transmission.
Through visual/audio/tactile/kinaesthetic/scribed discussion with EA).
Discuss the increasing pattern (+2 more than before) and then then the (+10) connection to (2+10 = 12) and (12
+10 = 22).
Aide: use magnetic counters (concrete models) on the whiteboard when showing the
Review concepts showing place value: “when adding 10, you must think about the 10’s place always being
added to and the ones number remains the same”.
Use visuals when talking in simplistic terms.
Next
On their own, try skip counting 10’s from the 7.
Aide: Those who still need the chart can use it.
Students share: How do you know you are right? Example
response: Because… I’m only adding in the 10’s place, the ones
place stays the same. (Draws example on whiteboard).
__________________________________________________________________________________________________
In mixed ability pairs (high/low) or (medium/high) at desks:
Play game: 20 minutes
Assign student pairs.
Go over the activity with a mock game and put the pre prepaired instructions on the smartboard.
Check for understanding (thumbs).
Each use a game sheet (see below) and have clear structured instructions.
(note: students with difficulties…. To check on and EA to hover around and and help, however tries to increase
independence with less and less help when student is able to)
Once the activity is complete, name and date and give to teacher.
Extension activity may be given if students finish early.
__________________________________________________________________________________________________
Extension: Increased difficulty: On their own
Activity: (see example)
Three choices will be available (easy/medium/hard).
Students complete the activity on their own.
Clear instructions are included.
1. Fill in the missing numbers
2. Cut out the boxes
3. Glue onto a piece of paper to make a 100’s chart.
If they haven’t understood: (thumbs, observations and student work sample will show this)
Next lesson use:
Use more concrete manipulative visuals to review concepts showing place value: “when adding 10, you must
think about the 10’s place always being added to and the ones number remains the same”.
Peer tutoring activities.
Focus on students who are not attaining the objectives in an EA lead group activity (scaffolded extension).
One on one assistance if necessary.
Evidence: Recorded observations, anecdotal notes, checklists against objectives, work samples (drawings and written
activities).
Assessment indicators
• [List each learning Children will do, say or produce: Rubric/checklist
area and each Assessment
Indicator]. What will the What you might hear/see the students do/say/produce:
children ‘do, say or produce’? 1. Finds patterns using eyes (+2 more than before): (discussion/sharing – “it repeats… or again and again”.)
2. Use the mental strategy of (+10) for easier addition: (correct class work/work samples)
Give actual examples of what 3. How students used the mental strategy (+10) for addition: Student says or shows “When adding ten, I need to
you expect the children to go to the tens place and write in the next number (7 changes to 8)”.
‘do, say or produce’? Criteria 4. Explain why the strategies worked: “when adding 10, I’m thinking about the 10’s place always being added to
for assessment. and the ones number remains the same because it’s the ones place. I can add it onto there but it takes longer”
(probably uses a combination of modes to transmit understanding).
Objective 1: Rubric
Identify patterns visually and use mental strategies in adding 10 in a number sequence. (i.e. pattern identification 7, 17,
27, 37, 47 and tens place addition strategy)
Does the student:
Student 2
Objective 2: Rubric
Explain their thinking about the identified pattern through various modes of transmission. (I.e. through spoken language
and visual pictures or numbers, acting out with concrete models or any combination.)
Student 1
Student 2
Level of attainment:
1. Found patterns with their eyes and used mental strategies for addition (1/1) and demonstrated their thinking
simply with a lack of understanding in the detail.
2. Found patterns visually and explained how they use mental strategies for addition (used repeated addition) with
correct details for how to use this strategy only.
3. Found patterns visually and explained how they use mental strategies for addition. Explained why the strategies
worked using repeated addition, could use it quickly and with correct conceptual detail.
References
Ashman, A. (2014). Education for Inclusion and Diversity 5th Ed. Australia: Pearson
Australian Curriculum, Assessment and Reporting Authority [ACARA] (2014). Mathematics. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics
Jimenez, B. A. & Richardson, K. (2013). Math for learners with disabilities and other learning challenges. Modules Addressing Special Education and Teacher
Education (MAST). Greenville, NC: East Carolina University. Retrieved from http://mast.ecu.edu/modules/ssid_ma
Scherer, P., Beswick, K., DeBlois, L. (2016). Assistance of students with mathematical learning difficulties: how can research support practice?. 48: 633.
Retrieved from https://doi-org.dbgw.lis.curtin.edu.au/10.1007/s11858-016-0800-1
Tiekstra, M., P., Hessels, M. G., & Minnaert, A. E. (2009). Learning Capacity in Adolescents with Mild Intellectual Disabilities. Psychological Reports, 105(3),
804–814. Retrieved from https://doi.org/10.2466/PR0.105.3.804-814