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The Planning Processes For The Classroom Schedule Created By The Cooperating Teacher, Ms. Ross

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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 $#$#$#$#1$#$#$#$# 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

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