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Copy - M9L2_instructional support
UC SDI Center
Created on October 16, 2024
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Transcript
Prior Knowledge Topics
Understanding and applying properties allows students to flexibly solve problems.
Fact Fluency
Fractions, Decimals, Percents
Students can locate these numbers on a number line and fluidly translate across formats.
Plotting Numbers
Students are able to plot numbers on a number line, and coordinate pairs on a coordinate grid.
Numbers
Understanding of different types of numbers: natural numbers, integers, rational numbers.
Equations & Inequalities
Familiarity with the symbols and meanings associated with equations and inequalities.
Properties
While not all students are required to compute larger numbers, basic fact fluency is important.
Casey is a general education algebra teacher. She has begun working more closely with Shera, the special education teacher for students in the algebra class. Together they designed a pre-assessment for students to find out what foundational knowledge they will need to practice with their students. Casey reviewed the Prior Knowledge Topics and refined the list based on her knowledge of past students’ incoming weaknesses. They found questions in a test bank that came with the adopted currriculum to use for the pre-assessment. Shera read over the test and helped to clarify some of the questions. Students on Individualized Education Plans (IEPs) were given their typical accommodations, such as extended time and having the test questions and answers read aloud. Shera and Casey are now looking closely at the result from the test. While a few students were competent in all of the skills tested, most students had at least a few areas that could use some work. The most common areas across the class were: - Subtraction - Translating between fractions, decimals, and percents - Discussing the value of exponents - Additionally, problems presented in a word problem were more likely to be missed A small group of students are having difficulties with these topics plus many more. Students in this group include both students identified with special education needs and those not identified. Casey and Shera are excited with the possibility of their new collaboration and they want to support their students to help them find success in algebra. Reflection: Role Play - Imagine you are Shera, the special education teacher. What initial ideas do you have for supporting your students while they learn algebra? - Now imagine you are Casey, the general education teacher What initial ideas do you have for supporting your students while learning algebra? - How might Casey and Shera collaborate to ensure that students are well-supported?