Nina Johnson Practicum: Phase 2 D. Krandel January 23, 2013 1. Student: Description (age, disability, placement, etc.) B.M.

is a six-year-old first grader in a kindergarten/first grade cross cat classroom. B.M. spends the majority of the day in the cross cat classroom, but attends calendar and math with his peers in the general education first grade classroom. B.M. demonstrates communication delays, a characteristic of his autism. When asked a question, BM typically responds with a single word of yes or no or gestures (shaking head yes or no or pointing) until prompted to expand his response. School personnel are working with him to extend his spoken and receptive language. B.M. also receives social work and occupational therapy services at school. In addition to autism, he has also been diagnosed with attention deficit hyperactivity disorder. 2. Skill Subtraction 3. Summary of what is already known B.M. has surpassed the common core standards of representing and solving problems in addition and ability to add within twenty. The skill of subtraction has been introduced in B.M.s first grade class, but has demonstrated difficulty in comprehending this concept. It has been found that his communication delays have impacted his overall comprehension skills, but demonstrates the ability to show rote or memorized skills to a similar level as peers. B.M. has shown strengths from the use of structured settings and is a hard working student, doing tasks his teachers ask of him with no refusal. 4. What What are B.M.s interests? Questions Why To tailor the instructional materials to personal interest to elicits more engagement. Source Interest inventory and student

Answer: The interest inventory stated B.M. is interested in cars. Through conversation with the student, it was revealed that B.M. likes animals and sports. I have also seen the student very engaged in magnets during indoor recess.

What What mathematical strategies are used teach the concept of subtraction by the general education teacher?

Why To compare with the strategies that were used successfully in teaching the student addition, but also to see what areas could need more enforcement in the concept.

Source First grade general education teacher

Answer: Numbers dont change (subtracting by 0) Numbers stay the same (subtracting by 1) Doubles and reverse subtraction (ex 7-7=0) Units by number (1s, 2s, 3s, etc.)

What What are the common core standards in the area of subtraction for the end of the first grade year? Answer:

Why To set an appropriate goal for instruction for the end of the year.

Source Common Core Standards

Represent and solve problems involving subtraction Understand and apply properties of operations and the relationship between addition and subtraction Subtract within 20 Work with subtraction equations

5. What

Data collection Why To narrow down potential instructional targets. Source Subtraction worksheets testing conceptual and abstract knowledgeconduct a few until results seem stable.

Where does instruction need to start, at the conceptual, representational, or abstract level? What error patterns can be identified? Procedures: 1. 2.

3. 4. 5. 6. 7. 8. 9. Results:

The assessment worksheet is given to B.M. to complete during the morning routine when working on other math related worksheets. This worksheet is to be completed by students with no staff assistance. The worksheet is made up of ten subtraction problems with differences 0-10. The first eight subtraction problems will test students abstract knowledge by completing only using numbers. The last two subtraction problems will test the students conceptual knowledge by having the student model the answering process using math block manipulatives and words to a classroom staff member. Explain to B.M. that problems 1-8 of the worksheet will be completed with no assistance, and problems 9-10 will be modeled to a classroom staff with no assistance. Direct reinforcing verbal statements to B.M. during the first part of the assessment; stating what a hard worker he is or what a nice job he is doing at staying on task. When B.M. completes problems 1-8, place the math block manipulatives on his desk and ask him to model how he would solve or find the answer to problem number nine. After B.M. models how to solve problem nine, ask him to model how to solve problem number ten. Once the assessment has been completed, give B.M. verbal reinforcement on completing the assessment independently. Count how many problems were answered correctly in numbers 1-8 and graph on abstract understanding chart. Count how many problems were answered correctly in numbers 9-10 and graph on conceptual understanding chart.

Worksheet 1: 1/8 correct on abstract understanding, 0/2 correct on conceptual understanding Worksheet 2: 1/8 correct on abstract understanding, 0/2 correct on conceptual understanding Worksheet 3: 2/8 correct on abstract understanding, 0/2 correct on conceptual understanding *See Graphs

Subtraction: Baseline Data

Number of Subtraction Problems Soved Correctly

8 7 6 5 4 3 2 1 0 1-23 1-24 Date 1-25

Number of Abstract Problems Solved Correctly Number of Conceptual Problems Solved Correctly

6.

Summary When asked to model the solving of a subtraction problem, instead of counting blocks to represent the first number (the total number) and then removing the number of cubes represented by the second number, B.M. used a process to demonstrate subtraction as one would use to demonstrate addition facts. The problems that B.M. did complete correctly in abstract understanding were problems such as 6-0=6, resulting in the sum of 6+0=0. B.M. needs further instruction to promote his conceptual understanding of subtraction.

7.

Objective When completing subtraction assignments during math instruction, B.M. will compute basic subtraction facts, with abstract understanding, within twenty to finish assignment with 80% accuracy on five consecutive trails.

8.

Rationale Stated by the common core standards, students in first grade should have the ability to represent and solve problems involving subtraction, understand and apply properties of operations and the relationship between addition and subtraction, subtract within 20, and work with subtraction equations. Also, subtraction is used in ones everyday life. The skill of subtraction is used when one goes shopping, when reading a road map to configure how many miles to travel, using money, and when telling time. Subtraction is a basic math skill that one should learn resulting in independence of life skills.