Solving Math Word Problem: 5th Grade General Education

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Rivera-Batiz (1992) stated, “Mathematical achievement of individuals strongly predicts their success later in life.” Watson & Gable (2012) mention that basic academic skill are fundamental to long-term academic success and, on a post-secondary level obtaining employment in a highly competitive job market.” National Longitudinal Transition Study-2 (NLTS-2); ( Newman, et al., 2011) stated that more than three quarters of youth with disabilities test below the mean. Far less information is attainable on mathematics than reading instruction (Gregoire’ & Desoete, 2009). The same report mentioned that 45% of students with disabilities compared to 25% of their typical peers complete a below standard curriculum. What makes mathematics a strong

Currently, the curriculum implemented throughout Farmington Municipal Schools District for the multiply impaired special education programs fails to effectively equip students in the area of life skills and other areas of development such as sensory, fine motor and gross motor. It relies heavily on worksheets, which focus on the subjects of math and reading. While basic math problems and phonics and phonemic awareness are essential to a student’s academic development, such skills cannot be mastered by students severely disabled and there is nothing offered in the curriculum for students who are blind, autistic or suffering from a severe neurological disorder (Comprehensive Curriculum,

In my classroom the students are currently working on addition and subtraction word problems, but my student said “adding and taking away stuff with words”. For the end of the term my teacher is planning on finishing up word problems by the end of October and starting the children on place value, then lead them into adding double digit numbers. My teacher has concerns that if my student doesn’t understand place value he will struggle with double digit addition. However, both my student and cooperating teacher see that the more they practice math the better they understand the concept. Furthermore, with that being said my teacher has some apprehensions because this year in their school they implemented a new policy of the students not having homework, but she feels when they dive further into their math that my case study student will need more practice at school and at home. After interviewing my case study student and my cooperating teacher my plan for the future is to help my student increase his knowledge in story problems, but also make sure he gets the practice he needs in order to succeed in place value and two digit

In Mrs. Lucchesi’s class, planning is dependent on each student’s needs. Math lessons are planned according to a curriculum workbook.Each day a lesson is planned for the day that teachers must follow. A student in second grade is required seventy minutes of math each day according to the curriculum. Teachers must follow Common Core standards so most of the planning is revolved around that. In the beginning of the school year, students are given an on-demand writing assignment for forty-five minutes that is ungraded. From this assignment, Mrs. Lucchesi can determine common struggles between the students and what

When writing a lesson plan, I always have my students who need accommodations and modifications in mind. My education has been centered around students with special education needs and the students I have had the opportunity to work with require modifications. To ensure I am the best teacher I can be, I need to ensure I have incorporate all my students’ abilities into the lesson plan so they can reach their maximum potential.

In any classroom, a teacher is perhaps the most important aspect. S/he does all the planning, assessing, and facilitating of discussions. However, a teacher’s biggest mission is to ensure that students understand the mathematical concepts, but not assisting so much that the students feel they are not allowed to create their own methods (Hiebert, 1997). To do this, the teacher must select her tasks with a goal in mind. Often teachers are taught to blindly follow the state curriculum and scripted lessons. However, it is important that these lessons are placed in a sequence that is consistent with what the teacher wants the students to learn (Hiebert, 1997). When teachers select their tasks, they must be familiar with their students’ funds of knowledge and choose lessons and ideas that are consistent with their students’ level of thinking. Selecting lessons in this manner allows teachers to better anticipate the way students may answer the problems. It is also a teacher’s job to share relevant information with the class. This includes mathematical conventions (such as symbols, numbers, operations, and special vocabulary needed to solve problems) as well as alternative methods (Hiebert, 1997). However, it is important to remember that while students may benefit from learning different methods, they should not be forced to change their methods to better align with the standard way of solving the problem. Essentially, sharing relevant information includes supporting students as thinkers and problem solvers and helping them learn important mathematics (Hiebert, 1997). Teachers must also establish a classroom culture. This includes focusing on methods as well as adopting an appropriate position of authority. Students should share, analyze, and improve their ways of thinking and teachers need to know when to step back and let the students struggle with the problem – especially when it comes to telling students

The researcher wishes to investigate whether instruction using two specific strategies such as content-area vocabulary and problem solving steps would be effective in helping students in ninth grade to master the skill of solving word problems dealing with one-step equation. The researcher chooses the one-group pretest-posttest experimental design to find the effect of the implementation of

Seventh-grade mathematics teacher Mrs. Megan Ortinau at Van Buren Middle School begins lesson planning by thinking about her learning objectives and standards she would like to cover. She thinks about what she wants her students to take away from the lesson and moves forward from there. Before beginning, Mrs. Ortinau considers what her students have learned in previous grades, and she tries to expand on that as much as possible. She tries to compare the new material to material the students have learned in the past. This can be done by reviewing standards covered in sixth grade as well as communicating with sixth-grade teachers. Also, communicating with sixth-grade teachers can be useful when trying to determine where students will struggle.

Jitendra, 2007, the author of “Solving Math Word Problem: Teaching Students with Learning Disabilities Using Schema-Based Instructions both authors state the importance of using conceptual knowledge and semantics to solve

Tiffany, a cheerful and hardworking year two student, has recently been struggling with understanding the mathematical concept of time despite the teacher using resources such cardboard clocks. Previously the teacher has included resources to assist children during the lessons which has helped many students including Tiffany who has a specific mathematical learning disability. Tiffany is not the only student struggling as other members of the class are also unable to understand the concept of time.

Since elementary math has always been easy for me until I went to middle school math became very difficult for me.It became difficult because my teacher never took time to explain it the problem for me to understand.Therefore I had to stay after school for a tutor to help me understand the problem.After I passed 6 and 7 grade I had a teacher in the 8th grade that always would help me when I asked for help.In the 8th grade I understood the math problems perfectly without struggling.However I started to slack of in math so I had to stay after school for my teacher to help me.I would always get frustrated at myself when I struggled with a problem because I knew I could of solve the problem but I would let my teacher do it for

Broad Street Elementary is a majority limited English speaking student school with a majority of the students being Hispanic. With an 81 percent Hispanic population, many students struggle with reading and comprehending mathematical word problems. There has been a constant average of partial proficient on the NJ ASK. As a district, we are making strides to increase proficiency in English. As a way to improve the average Math standardized test scores and Algebra Proficiency among Hispanic students, we have implemented an Algebra 1 course in 8th grade. We have prepared the students in 7th grade with a pre-algebra course that focus on learning the verbal expressional and comprehending word problems.

The planning processes for this unit started with our Math schedule created by the cooperating teacher, Ms. Ross. The schedule indicated that the focus for the following week or two, depending on student’s performance, would be on the number six. Every Math lesson includes a SmartBoard presentation as the “I do” and “we do” portion of lesson. This presentation is used and reviewed every day as this group of student benefits from repetition based on their age group and disabilities. The SmartBoard presentation includes twenty four slides, with the first ten slides always being a part of our lesson. During this portion of the lesson, one slide is dedicated to one video that highlights the number six, allowing the students to feel as they were taking a break from learning. This group of students benefit from short periods of instruction, short activities, and frequent breaks. As the pre and post assessments were created to focus on number recognition, quantity discrimination, one-to-one correspondence and writing of the numbers, this unit follows address the same categories. During our pre-assessment, out of the fifteen students in the classroom, eight students recognized the number six when shown the number. Only one student was able to identify that the number six was the largest number when comparing the number six to a smaller number. During the one-to-one correspondence activity eight students were able to make the connection between the number six and a visual

More structured to more open because student that are gifted or have more of a understanding of word problem will be able to fill in their own matrix and provide their own suggestion in order to create a word problem. The student that need more support will work in groups to provide suggestion to the teacher, then teacher will guide the student on which components they are choosing in correspondence to the number they roll with the dice.