Unit of Study: Mathematics for Students with Disabilities

Grades 6-8

Sarah Holgado

July 2016

SPED 392
 Table of Contents

Unit Map ..............................................................................................................................3

Pre- and Post- Assessment ...................................................................................................4
Pre- and Post- Assessment Answer Key ..............................................................................5
Lesson One...........................................................................................................................6
Lesson Two ..........................................................................................................................8
Lesson Three ........................................................................................................................9
Lesson Four10
Lesson Five12
Lesson Six..13
How will the skills and concepts learned in this unit be generalized and maintained over
time?...................................................................................................................................14
References..15
Unit Map
Pre- and Post- Assessment
Pre- and Post- Assessment Answer Key
 Lesson One

Solving Real World Problems Involving Decimals

Objective: SWBAT solve problems involving adding, subtracting, multiplying, and

dividing multi-digit decimal quantities.

Curriculum Reinforcer (5 minutes)

My students will complete the following problems for Warm Up. This warm up contains
simple word problems that are simply for the purpose of getting the students brains
working so that they are ready to learn. This warm up will also let me know if there are
any students that still struggle with basic word problems. Also, In each of these problems
the students will be required to regroup in order to subtract. Often times, students have
issues with regrouping, especially regrouping over zeros. This exercise, will help me to
see which of my students have that issue.

James has 21 pieces of candy. He gives his friend 8 pieces. How many does James have
left? (Answer: 13)
Laura and Jill both collect stickers. Jill has 2,010 stickers and Laura has 1,789 stickers.
How many more stickers does Jill have than Laura? (Answer 221)
Paul goes to the store and purchases a shirt for $19.99. He gives the sales clerk a $50 bill.
How much change will Paul receive? (Answer: $30.01)

Engagement (5 minutes)
For the opening exercise, I will provide students with time to review the algorithms to
calculating with decimals. I will divide the students in groups. I will do this by creating
one group of 4 or 5 that contains all of my high academic achievers. The rest of the
groups will consist of students with mixed abilities and will also contain 4 or 5 members.
I group students in this manner so that the higher achievers get an opportunity to compete
and push each other to the next level. It also keeps those particular students from being
the "go to" in the group as well as keeping the high achievers from always taking over the
group. Grouping my classroom in this manner will create 8 groups.

Each group will be given chart paper and each group will be assigned one of the four
operations. As a group, students will write a detailed algorithm as to how to calculate a
problem involving a decimal, based upon the operation that was assigned to their group.
They will only address the operation assigned to their group. Each group will also
provide an example to illustrate their steps.

Instruction and Teaching Modeling (10 minutes)

Each group will give a presentation of what they have written on their chart paper. The
groups with the same operation will come up together and present side-by-side one after
the other so that their approaches to the assignment can be compared. I will help students
to clarify any misconceptions that arise during their presentation by using strategic
questioning. To make sure that I am able to do this successfully, I will make sure to have
written my own algorithms for each operations so that they too can be compared to what
the groups have written. However, my chart with the different algorithms will not be
presented until after each pair of groups present their chart. In other words, after the
groups who created a chart about addition present then I will present my chart and ask
questions to see if anything that I have should be added their chart or if there is anything
that needs to be added to my chart.
The presentations made by each group of students will serve as instruction along with the
discussions surrounding the presentations.

Independent Exploration (20 minutes)

Students will work on activities in four stations.

Station 1: Vacation Budget Students will randomly choose a budget for a vacation.
Using this budget as a guide, students will plan a vacation to do one of the following;
cruise to Jamaica, fly to Hawaii, or travel to spend time in a cabin in the mountains. This
center requires students to use the addition algorithm while calculating decimal quantities
to ensure that they do not go over budget.

Station 2: Balance That Checkbook In this station, students will be given a starting
balance in their account. This starting balance will be recorded on their check register.
Students will then randomly choose 5 expense cards. The students will record their
expenses and complete their check register according to the expenses that they chose.
Students will show their work at the bottom of their paper. This center requires students
to use the subtraction algorithm to balance their checkbook.

Station 3: Multiplication Skill Development Students will have to complete two skill
practice problems involving multiplying decimal quantities. Then, students will solve a
word problem that requires them to use the multiplication algorithm. Students will
highlight keywords and important elements of the word problem before solving.

Station 4: Division Skill Development Students will have to complete two skill practice
problems involving dividing decimal quantities. Then, students will solve a word
problem that requires them to use the division algorithm. Students will highlight
keywords and important elements of the word problem before solving.
 Lesson Two

What Are Integers?

Objective: SWBAT define integers, place integers on a number line, compare integers,
and assign an integer for a given situation.

Do Now (5 minutes)
Often, I create Do Nows that have problems that connect to the task that students will
be working on that day. Here, I want to know what students already know about negative
numbers. This helps me understand what background knowledge my students have and
it may help me to identify student misconceptions.
I have students participate in a Think Write Pair Share. Then I ask students to share out
their connections with the class.

Temperature (7 minutes)
I have students work with a partner on this Temperature activity. I walk around to
observe student work. I am curious to see what students do with -4 and -6. A common
mistake is that students confuse which one belongs on which side of -5. I am also curious
to see how students interpret coldest and warmest.
After a few minutes, we come together as a class. I have students share out the locations
of the temperatures. For each answer, I ask for a student to explain if they agree of
disagree and why. Next I ask, Which day was colder, Thursday or Sunday? Why?

Number Line Practice (5 minutes)

In this section, I want students to quickly practice plotting integers on vertical and
horizontal number lines. A common mistake is that students confuse which integers are
below on which side of a benchmark. For example, for Number 6 a student may place -5
above -4, instead of below it.
I have students complete the number line independently. I walk around and monitor
student progress. If I see repeated mistakes I will address them as a class. I ask for
volunteers to share out their answer for problem 5. Where is 0? How do you know?

Closure (10 minutes)

For Closure I ask students these questions:
What it means for a number to be an integer?
Why is it important that we are able to work with integers?
What strategies do you use for comparing integers?
Whats greater -100 or -1000? Prove it.
 Lesson Three

Integers in the Real World

Objective: SWBAT use integers and number lines to represent quantities in real-world
contexts.

Think About It (7 minutes)

Students work in pairs on the Think About It problem. The point of this problem is to
have students thinking about integers in a real-world context.
After 2-3 minutes of partner work time, I have students share out what they came up with
for the number sentences. I also use this conversation as a way to have students articulate
that integers are all positive and negative counting numbers, including zero (which they
learned in the previous lesson).
In the conversation about the problem, I want the students to conclude that even though
Emari started with less money, he ends up with more money in his account than Elana.

Introduction to New Material (15 minutes)

In the Intro to New Material section, students will be exposed to both horizontal and
vertical number lines, applied to real-world situations.
To start this section, we work with the Think About It problem. Students are not likely to
be familiar with the word 'withdraw,' so we spend time talking about what that means
with money. We also talk about not using '+' in front of positive numbers - it is assumed
that numbers are positive, so we don't need it.
For the number line in this situation, we'll place 0 ("zero") in the middle of this number
line, and then count by 1s, in both directions. I do make sure, though, that students see a
variety of number lines in this unit (and beyond!) - I don't want students thinking that the
origin always has to be in the middle of the visual. I also want students in the habit of
checking the scale on a number line, and not working under the assumption that the hatch
marks count by ones.
After students read the second problem, I have them paraphrase what the problem is
asking us to do. This is an important step in the sense-making process. Once students
have identified that we need to represent the problem with integers, plot the numbers, and
interpret the 0, I then have students turn to their neighbor and talk about why a vertical
number line makes sense in this situation. I guide students through this problem.

Partner Practice (15 minutes)

Students work in pairs on the Partner Practice problem set.
If, during the Intro to New Material section, it feels like students might need more
support from me while working on a vertical number line, I will have pairs complete only
Problem A in this problem set. We'll come back and check in before I release them to
partner practice with less support from me.
 Lesson Four

The Numbers Game Playing by the Rules

Objective: SWBAT use index cards to build numerical expressions to solve word
problems and to explore their knowledge of the properties of operations with whole
numbers, fractions, and decimals.

Do Now (10 minutes)

Students enter the room silently and sit in their seats. Their Do Now is already on their
desk with a single sticky note attached. The first problem is a complex multi-step word
problem that involves ranges. If students ask for help on this question, I help only with
the first step to get them going: "If you know that there are 175 legions and 4,000 soldiers
in each, how can you determine the number of soldiers in all 175 legions?" I also point
out that the answer to this question should be a range itself to match the information
given.
The second question asks students to reflect about where they want to go to college and
stand to go place their sticky note in one of three designated areas of the room. If students
finish early, I ask them to take a silent gallery walk and check out what their teammates
said about college locations.
When time is up, we review the word problem together with the power point. The
questions that are set up on that presentation ask students to think about the operations
necessary to solve each step. I also show students how to write numerical expression to
figure out this type of problem. The information is organized as a T-chart to give students
a strategy for problem solving.
I then transition to a small "get-to-know-me" activity. Today is our school's "College T-
shirt" day, so I take the opportunity to talk to students about where I went to college,
making sure I talk a ton about the freedom and the food. Students then get 3 minutes to
walk around the room looking and talking about what other teammates wrote on their
notes. I ask students to keep their eye on the clock for the time when they are expected
back in their seats.

Group Problem Solving (20 minutes)

Students work in groups of 4 or 5 on a Task that will ask them to construct numerical
expressions from given Word Problems on index cards. Some cards will give instructions
about specific properties students must use to construct their number sentences. Students
earn "achievements" after correctly solving each problem. Achievements can be cashed
in for prizes. Each student will carry their own card and 1 achievement will be earned by
all group members for each correct problem. Each student must also return a worksheet
with their work for each problem. This serves as both an accountability piece and a
diagnostic piece for me to look at later.

Before the activity:

Share with students my love for games and list some examples. Explain why you think
learning math is like playing a video game (rules, puzzles, more than one way, etc.)
Hand out vocab cards needed for lesson: numerical expression, commutative property,
and associative property. Students must keep these in their index card boxes. Instruct
students to refer to these cards during group work. Briefly discuss that properties are like
rules numbers have to follow.
Explain that today's groups are not "forever groups" and that students will have an
opportunity to give me feedback about today's teammates and other students whom they
feel they would work well with in the future.
Explain the "game". Give the expectation.
Student questions?

During the activity:

Teacher:
Walks around listening to conversations and answering questions
Ask students about the use of the associative and commutative property in each
word problem (for example: "Could you add/multiply/divide/subtract this part
first? Why? Which property/rule is in use if I am allowed?)
Writes down expressions on sentence strips for gallery walk at the end of class
Gives out "achievements" (star stickers on their index cards)

Students:
Read instructions silently for 1 minute.
Work together to construct their numerical expressions. All students must be
participating in the task. I visually look for this (and tell students I'm looking for
this) by ensuring that ALL students are holding index cards and placing them in
the desired order.
Raise their hand to ask a question no one else in their group was able to answer.
(Ask 3 before me)
 Lesson Five

Adding and Subtracting Decimals

Objective: SWBAT: Read and write decimals to the thousandths; compare decimals; and
add and subtract decimals.

Do Now (7 min)
Often, I create Do Nows that have problems that connect to the task that students will
be working on that day. Here, I want students to connect their knowledge of fractions to
decimals. Once students have had a couple minutes to complete the shading, I ask
students to write a decimal to represent each picture. I have students participate in a
Think Write Pair Share. I have students share out their answers. I want students to make
connections between .5 and .50. I want students to be able to use their knowledge of
equivalent fractions to explain why the two decimals are equal.
A common mistake for number 2 is that students shade 3/10 instead of 3/5 of the
pictures. Again, I want students to understand that 3/5 is the same as 6/10 or 60/100.

Reading Decimals (6 min)

Here I want students to quickly review place value and reading numbers including
decimals. To make this quicker, I may fill in the names of the place values and families
(billions, millions, etc.) so that students spend their time practicing rather than copying. I
have students Think Write Pair Share for the four problems.
A common mistake is for students to forget to put zeros in their numbers. For example, a
student may incorrectly write .9 to represent nine hundredths. Or a student may write
50,250 instead of 50,025. When I see these mistakes I read the number the student has
written and ask them if it matches the problem. Students can usually quickly identify and
resolve their mistake.
Some ELL students may struggle differentiating between whole number and decimal
place values (ie. thousands vs. thousandths). I try to exaggerate the ths when I read a
number that includes a decimal. If a student has made a mistake involving the place
value I go back to the visual and review the difference.

Closer to 0, 0.5, or 1? (10 min)

I have a student read the directions and I give students a few minutes to complete the
problems independently. As students are working, I walk around to observe student
progress.
A common mistake is that students mistake nine thousandths for nine tenths and say that
it is closer to 1. If I see this I will ask students to tell me if they agree or disagree and
why. I want students to make the connection that .09 is the same as 9/100. 0.5 is equal to
50/100, and .09 is nowhere near that much. It is closer to .10 or .1, which is closer to 0.
We go over the answers together. I have students mark and label the other tenths that fall
between 0 and 1. This can help students visualize the location of the numbers. Some
students will struggle with .75, since it is exactly between .5 and 1. If students doubt this,
I write 2/4 under 0.5 and 4/4 under 1.
 Lesson Six

Multiples, Least Common Factor, Greatest Common Factor

Objective: SWBAT
Define multiple, LCM, and GCF
List the first 10 multiples of a given number
Find the LCM of two numbers less than 12
Find the GCF of two numbers less than 50

Greatest Common Factor (10 min)

I read the objectives for the day and mention that greatest common factor is a skill that
will help us when we work with fractions. Students take notes and look over my
example. I have students work independently on the examples on the next page.
If students struggle with multiplication facts, I give them a multiplication chart or the
factors reference sheet. This way these students are still able to access the task.
I ask volunteers to show and explain their work for number 1 and 2 on the document
camera.

Multiples (10 min)

Students take notes on multiples. Many students struggle to differentiate between factors
and multiples. I try to use the phrase factor pair often, which emphasizes the fact that
factors are two numbers that result in a product when you multiply them. I talk about
skip counting in connection with multiples. If something is a multiple of 10, you can skip
count by tens and eventually say the number.
I have students work on the practice page in pairs. If students successfully complete the
page, I have them work on create dot diagrams (see my lesson Brownies & Factors) that
are higher than 49.
Once most students have completed the practice page, we come together. I ask students
what they notice about multiples of 9. I have students think-pair-share about this
question. I am looking for students to notice that if you add the digits of any multiple of 9
you get a number that is a multiple of 9. For example, 63 is a multiple of 9 and 6+3 =
9. Or 279 is a multiple of 9 and 2+7+9 = 18, which is a multiple of 9. Students should
then be able to decide that 113 is not a multiple of 9 because 1+1+3= 5, which is not a
multiple of 9. Students can prove this by dividing 113 by 9. Students should notice a
similar rule with multiples of 3.

Least Common Multiple & Practice

Students take notes on least common multiple and we work through problems 1 and 2
together.
For number 3 I have students participate in a Think Write Pair Share. A common
misconception is that you can always find the least common multiple by multiplying the
two numbers together. I am looking for students to use #1 as a counterexample. 6x9 =
54, which is a common multiple of 6 and 9, but it is not the least common multiple. The
least common multiple is 18. I ask students how we could write a new statement that is
correct. Students are engaging in MP3: Construct viable arguments and critique the
reasoning of others.
Students work independently on the practice page. I have these answers posted around
the room, so students can check their work. See my Posting A Key video in my Strategy
Folder for more details. I am walking around to monitor student progress. I am looking
to see student responses for #3, 11, and 12. If students are confusing LCM and GCF I
have them go back to their notes and review.
If students successfully complete the practice, they can work on the challenge question
about Ferris wheels.

Closure (10 minutes)

I have students participate in a think-pair-share about #3 on the practice page. I want
students to prove their answer. For example, 7 is a factor of 7 because 7x1=7. Or, 7 is a
multiple of 7 because when you skip count by 7, the first number to say is 7. I want
students to recognize that both answers are correct.
I ask students how they keep GCF and LCM separate in their heads. I call on students to
share out strategies.
I pass out the Ticket to Go for students to complete independently.
If you have extra time, go back to the dot diagram. Have students look at the last column
of numbers. What do they notice? All of these numbers have a common factor of 7. See
if students can identify numbers that have common factors, just by looking at the dots.

How will the skills and concepts learned in this unit be generalized and maintained
over time?

In addition, the sequence of topics and performances that is outlined in a body of math
standards must respect what is already known about how students learn. As Confrey
(2007) points out, developing sequenced obstacles and challenges for studentsabsent
the insights about meaning that derive from careful study of learning, would be
unfortunate and unwise. Therefore, the development of the standards began with
research-based learning progressions detailing what is known today about how students
mathematical knowledge, skill, and understanding develop over time. The knowledge and
skills students need to be prepared for mathematics in college, career, and life are woven
throughout the mathematics standards.
(http://www.corestandards.org/Math/)
 References

http://achieve.lausd.net/Page/6076

http://www.corestandards.org/Math/

Lesson One: http://betterlesson.com/lesson/490529/solving-real-world-problems-

involving-decimals

Lesson Two: http://betterlesson.com/lesson/464457/what-are-integers

Lesson Three: http://betterlesson.com/lesson/544688/integers-in-the-real-world

Lesson Four: http://betterlesson.com/lesson/472033/the-numbers-game-playing-by-the-

rules

Lesson Five: http://betterlesson.com/lesson/459367/adding-and-subtracting-decimals

Lesson Six: http://betterlesson.com/lesson/455120/multiples-lcm-and-gcf