NAME Aleksandra Trifunoska SUBJECT !

athematics AGE OF STUDENTS Thirteen

DATE. 29.04.2008

TITLE OF LESSON Learning basic process in mathematics. The math game: Building team ork and math. YEAR IN SCHOOL se"en grade CLASS DURATION 4# minutes

AIMS/OBJECTIVES: $. %tudents are able to ork as team& and ha"e understanding to ards each other. 2. Be familiar ith the materials that ha"e been studied before.

Materials/E !i"#e$t:

one number cube books posters paper and pencil for each team member se"eral math stor' problems board

%r&'e(!re %)ase *+, #i$!tes-. Teacher introduces to the students. (repare students for the da')s lesson b' *uickl' summari+ing the order of "arious acti"ities planned. ,-plain& for e-ample& that a re"ie of the pre"ious lesson ill be follo ed b' ne information and that both group and independent ork ill be e-pected. %tate hat students are e-pected to learn during the lesson. Teacher should describe ho students are e-pected to beha"e during the lesson. .or e-ample& tell children that the' ma' talk *uietl' to their partner as the' do their seat ork or the' ma' raise their hands to get 'our attention. Teacher si#"li.ies t)e i$str!'ti&$s. The simpler e-pectations communicated to an A/0/ student& the more likel' it is that the' ill comprehend and complete them in a timel' and producti"e manner.

%)ase /+ /0 #i$!tes Teacher starting the lesson ith simple and structured instructions. 1f needed repeat the instructions again in a calm and positi"e manner. .irst teach the students to recogni+e patterns hen adding& subtracting& multipl'ing& or di"iding .or e-ample& the digits of numbers hich are multiples of 9 2$8& 23& 45 . . .6 add up to 9 etc. hole numbers.

Thought ought the lesson teacher use props& charts& and other "isual aids to get students attentions& especiall' for students A/0/.

ith

.rom time to time teacher touch the arm or head of A/0/ child& because it can keep his or her attention on task and learning. After that& teacher pair a child ith A/0/ ith another student and pro"ide opportunities for the partners to *ui+ each other about basic computation skills. 1f the children ith A/0/ do not understand the s'mbols and operations used in math& teacher pro"ides e-amples ith real7life opportunities to practice target mone' skills. .or e-ample& teacher asks the child to calculate his or her change hen pa'ing for lunch in the school cafeteria& or set up a class store here children can practice calculating change.

8hen all this is cleared teacher ill started "er' interesting game especiall' for students ith A/0/ to practice math and team ork.

%)ase 1 +*, #i$!tes-. $. 2. 4. Teacher di"ides students into 2 teams. %plit abilit' le"els so that the teams are e*uall' balanced. 9oll the chop to see hich team goes first. The first team rolls the chop to see ho man' points the first *uestion is orth. Teacher reads the first task aloud. .irst team orks ith their team members "er' *uietl' to agree on their ans er. The' out the problem indi"iduall' on their o n paper& then discuss

must reach an agreement as a team or the' get +ero points. :/epending on the le"el of the students& teacher ma' tell them hat the correct operation is& or the' ma' ha"e to decide for themsel"es based on the ;clues; in the problem< 4. #. 5. 8hen the' agree the' tell the teacher the ans er. 1f it is correct& the' get the number of points on the chop. 1f the' are incorrect the other team ma' ans er and get one bonus point. B' allo ing the other team to ans er =ame continues as time allo s. The inner is the team ith the most points. hen the first team misses& all students are orking out e"er' problem at the same time.

7.

%)ase 2 +, #i$!tes-. 1n the end teacher summari+e the ke' points of the lesson. =i"e students assignment& and asked se"eral students to repeated repeated once more time& and put the assignment on the board hat the' supposed to do& and hen the' ill finished hole class

ith colored chalks.

Assess#e$t Teacher assesses the students in different through ought the acti"it' that the' kno ledge on this material. 1 chose and created this game in m' classroom because 1 had se"eral students ith emotional& h'peracti"e and impulsi"e disabilities that had a lot of beha"ior issues. 1 as looking for a a' to impro"e problem sol"ing skills and to create a spirit of team ork. This ill help to students to be more acti"el' in"ol"ed in learning& and to pa' more attention on this sub>ect. !' students lo"e this simple game? 8e pla' it e"er' 8ednesda' and the' remind me if 1 forget. The' are getting constant practice in problem sol"ing& team ork and sportsmanship. This acti"it' ill help to children ith A/0/ to be more concentrate and more focus on learning. Also children sub>ect& and ill not be too much impulsi"e and h'peracti"e. All team members from both teams are re arded ith a small piece of cand' or a pencil if the' ha"e sho n good sportsmanship throughout students can spell ords related to health. ords& and enrich their "ocabular'. the game. !oreo"er& another a' to support the children ith A/0/ is through ought mo"ies& e-periments& *ui++es and other funn' and understandable games and acti"ities. .or e-ample& e can pla' %pelling Bee =ame7it sho s ho Then& the e-periment !'ster' %mells. 1t sho s ho ell do e smell@ %tudents can learn ne ill be more interested on this a's. .irstl'& ho ell the' ac*uire the material the' ha"e learned. Then& teacher asses them

ere pla'ed. 0o the' handle in team ork& in pear ork and etc. And also asses them their pre"ious

After that& teacher can use the "er' famous game7Are T o ,'es Better Than Ane@ 1n this game teacher can test children "ision for their future. All this acti"ities can get students attention& and the' ill be more centering on their needs and desires for learning. Also teacher can use "erbal support for children ith A/0/. .or e-ample& use the simple phrase such as ;good >ob; to encourage a child to act appropriatel'. (raise the children ith A/0/ fre*uentl' and look for a beha"ior to praise before& and not after a child gets off task. ould call on the child to ans er onl' hen he Then& used hand gestures. Ask the child to raise his or her hand e"er' time teacher asks a *uestion. A closed fist can signal that the child kno s the ans er. An open palm can signal that he or she does not kno the ans er. Teacher or she makes a fist. 1n the end teacher used tangible re ards to reinforce appropriate beha"ior. These re ards can include stickers& such as ;happ' faces; or sports team emblems& or pri"ileges& such as e-tra time on the computer or lunch ith the teacher. Bhildren should be in"ol"ed in the selection of the re ard. 1f children are de"oted in the re ard& the' are more likel' to ork for it. Cite( s&!r'es $. Annel'& Crist'. :2005& Do"ember 09<. A/0/ in Teenagers. EzineArticles. 9etrie"ed April $9& 2008& from http:EEe+inearticles.comE@ A/0/7in7TeenagersFidG4#4#44 2. American (s'chiatric Association. :$994<. /iagnostic and statistical manual of mental disorders :4th ed.& re".< :/%!71H79<. 8ashington& /B. http:EE 4. .incrediblehori+ons.comEclassroom.htm

0artmann& T. :$994<. Attention /eficit /isorder: A /ifferent (erception. Do"ato& BA: Inder ood7!iller. http:EE .pbs.orgE gbhEmisunderstoodmindsEattention.htm

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