Curricular Area: Mathematics Unit Focus: Basic Skills Possible Difficulties With

8/14/2019 Curricular Area: Mathematics Unit Focus: Basic Skills Possible Difficulties With

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1

GRADE 4

Curricular Area: Mathematics

Unit Focus: Basic Skills

Possible Difficulties with Accommodations and/or Modifications

Understanding addition, subtraction,

multiplication, and division skills

Understanding place value

Provide vocabulary list of relevant terms(estimate, guess, sum, difference, etc.).

Introduce BBB (Big Bottom Borrow) forstudents to use when borrowing.

Provide a bulletin board with appropriatesymbols and signs.

Teach counting strategies or methods includingfinger math.

Provide opportunities for small group work. Use newspaper activities to model spending

money.

Provide in writing rules for rounding forstudents to access if necessary.

Use concrete items to illustrate problems. Give students a number line to facilitate adding

and subtracting.

Use a deck of cards as a way to reinforcesubtraction and addition.

Use Six-Group Activities. Use study boards located in Teacher Notes. Use finger math counting strategy.


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2

GRADE 4


Unit Focus: Basic Skills cont.


Turn lined writing paper sideways(horizontally) so that each number is housed in

its own space.

Use manipulatives to support addition andsubtraction skills.

Allow students to use a multiplication chart forself-checking.

Have students practice and review their work. Big Bottom Borrow for subtraction: If the

number on the bottom is bigger than the number

on the top, you must borrow.

Example:4 10

151 6

89

427

//


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3

GRADE 4


Unit Focus: Decimals


Understanding decimals Provide step-by-step process for completingmultiplication and division problems.

Provide numerous examples. Teach calculator skills before introducing

decimals.

Create bulletin boards with displays ofappropriate signs and symbols.

Demonstrate use of place value sheet to supportindividual work.

Provide students with written rules for order ofoperations.

Allow ample practice. Use Six-Group Activities. Use study boards located in Teacher Notes. Use computer software to support drill and

practice of decimals.

Allow students to use a calculator to completework.

Have students refer to bulletin boards and chartsto support responses (as well as study boards

with steps for solving problems).


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4

GRADE 4


Unit Focus: Problem Solving


Following the process to solve word

problems

Present story problems in small increments. Allow students to work in cooperative groups. Facilitate peer relationships to provide tutors to

work with students with disabilities.

Preteach vocabulary words in the context inwhich they will be used.

Use word problems that are of interest to thestudents.

Present problems orally, as well as in writtenform.

Use Six-Group Activities. Use study boards located in Teacher Notes. Use computer software to provide practice for

problem solving.

Have students look for helping words thatreference time, place, people, and amounts.

Have students highlight key phrases or words. Have students restate problems in their own

words.


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5

GRADE 4


Unit Focus: Problem Solving cont.


Have students think about problems beforeattempting to solve them.

Have students use three-in-a-group task in theMath Workshop.


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GRADE 4


Unit Focus: Measurement


Using formulas to solve problems Provide students with formulas to completework in written forms, as well as having a

chart available for them to access if necessary.

Provide students with a list of terms anddefinitions.

Provide concrete examples for students to use. Provide examples and specific steps to

accomplish tasks.

Give oral and written directions. Display general methods of operations and

expectations on charts around the room.

Present steps for problem solving insequentialorder.

Use utensils (such as spoons, containers, andcups) to demonstrate measurement.

Use Six-Group Activities. Use study boards located in Teacher Notes. Have students ask for work to be checked

often.


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GRADE 4


Unit Focus: Measurement cont.


Have students use steps for solving problems. Have students work with a peer buddy when

necessary.

At home, have students practice using recipesto understand measurement (macaroni and

cheese, jello, cake mixes).


8/11


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9

GRADE 4


Unit Focus: Graphs


Understanding spatial relationship skills Provide puzzles to facilitate spatial skills. Provide instructions using directives such as

up, above, below, down, top, bottom, etc.

Provide examples and specifics about thecompletion of the activity.

Use Six-Group Activities. Use study boards located in Teacher Notes. Have students use puzzles in the Math

Workshop.

Have students use computer software toprovide opportunities for practice.

Have students follow one direction at a timeto complete graph work.

Have students practice skills in the MathWorkshop.


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10

GRADE 4


Unit Focus: Geometry


Understanding visual discrimination skills Provide vocabulary list of relevant terms suchas isosceles, unilateral, etc.

Display a bulletin board with pictures ofgeometric shapes and/or solids used during

this lesson, including square, triangle,rectangle, etc.

Present formulas in written form as well asorally.

Use Six-Group Activities to reinforce skillstaught in the geometry unit.

Use study boards located in Teacher Notes. Encourage students to use notes to review

formulas for problem solving.


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FOURTH GRADE: MATH

GENERAL ACCOMMODATIONS TO REDUCE MATH ANXIETY

o Use clear instructionso Avoid competition among studentso Remove unnecessary time and test pressureso Provide explicit instructiono Eliminate confusing elementso Provide ample practiceo Make available various examples which illustrate concept being taught

Learning Strategies ApproachProvide students with the following eight-step Learning Strategies Approach fromMontague and Bos, 1986.

1. Read problem aloud2. Paraphrase the problem aloud3. Visualize the information4. State the problem aloud5. Hypothesize and think through the problem aloud6. Estimate the answer aloud7. Calculate and label the answer8. Self-check by using the self-questioning technique to ask if the answer makes

sense

Problem-Solving Strategy1. Read: What is the question?

2. Reread: What is the necessary information?3. Think:

a. Putting together = addition

b. Taking apart = subtractionc. Do I need all the information?d. Is it a two-step problem?

4. Solve: Write the equation.5. Check: Recalculate, label, and compare.

Problem Solving Guidelines from Problem Solving MattersUnderstand: Student is able to interpret the problem and determine facts.

Plan: Student creates a plan to solve the problem.

Solve: Student carries out the plan and arrives at an answer.

Look Back: Student reviews work to make sure response is reasonable.

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Curricular Area: Mathematics Unit Focus: Basic Skills Possible Difficulties With