Evaluation Of A Multi Grade Special Education Classroom

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The students constructed two data tables, one for each set pennies. The students recorded the number of pennies, the

She decided that in allowing her 6th grade math class to work the school’s supply store would allow the students to apply real life situation to what they are studying in class. The students are responsible for opening the store, operating cash box, and closing the store. In what they learn in class, they applied to the store. In this particular unit they are working on sales tax and percentage.

On the teacher’s command, students will form a plan and race to find the combination of coins needed to reach the total amount

Lesson 1 clip 1 shows the introduction to the lesson, beginning after I welcome students to the classroom, by reviewing coins and their values as a class. After reviewing the Coins PowerPoint, the clip shows the beginning of my explanation for part 1 of the How Much Is Your Name Worth worksheet. The focus learner is wearing a purple sweatshirt in lesson 1. My instruction strayed a little from the lesson plan regarding the check for understanding section. In the lesson plan, at the end of the introduction section I listed to check for understanding before moving on. In the lesson, I did not specifically ask students if they understood the material and were ready to move on, instead I gauged student understanding based on their answers to the

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

The purpose of this lab was to find out the type of metal a coin in made of by calculating its density, to compare the precision of a triple-beam balance and a digital electronic balance, and to test the precision of our measurements.

At the end of the lesson as independent Students will complete a two sided practice worksheet to demonstrate mastery of the objective. This worksheet will provide students the opportunity to practice using a tens frame to add within ten as well as using a tens frame to support the recognition of tens fact families.

Did the coin have to be a penny? Explain. I believe that the coin didn't need to be a penny. For this journal, the same quantity of exterior area is needed so if you use pennies, cents or dimes, it does not matter if you use all same coins in the lab, the only thing that would have changed is the amount of drops.

Before starting, make sure the balance is zeroed. Then get 3 out of the 15 pennies and place them on the scale. Record the result.

The experiment with the pennies was a little bit trickier for the kids. We had a total of ten pennies in two rows of 5, and they were spaced out the same. We asked them if one row had more or if they were the same,

I would like to remind you that the theme for Thursday is "$500 Day" (because President McKinley's portrait appeared on the $500 dollar bill). This is the day that the students are asked to bring $5 or 500 coins to donate to the McKinley PTO. If an average of only six students from each class brings in a $5 donation, that would mean just over $500 in donations for McKinley PTO.. and McKinley

My technology exploration had to do with money. Money is something that students are going to use in their daily lives, and so it is essential that they understand what each coin or bill represents. My activity has three parts, how much money, paying exact amount, and making a dollar bill. How much money is simply adding up all the bills and coins that are there. If the wrong answer is put, it will tell the student that there is either too much, or not enough, and the student has as many tries as they need to answer correctly. Paying the exact amount is putting the correct bills and coins into the box so that it matches the amount given to the student in the question. Again, if the answer is wrong it tells the student either too much or

Basic mathematics are an essential academic need for all students, and money skills are an important and practical part of basic mathematics. These money skills include counting money, making purchases and making comparisons of the prices of different products (Browder, Spooner, Ahlgrim-Delzell,