1 / 15

Strategies for Teaching Fractions to Junior High/High School Students Identified with Learning Disabilities

Strategies for Teaching Fractions to Junior High/High School Students Identified with Learning Disabilities. Laura Klescewski Terri Brauer. CMAG. Closing the Math Achievement Gap Dr. Judith Hankes , UW-O 3 year study. CGI. Cognitively Guided Instruction History Prior Knowledge

ivie
Download Presentation

Strategies for Teaching Fractions to Junior High/High School Students Identified with Learning Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Strategies for Teaching Fractions to Junior High/High School Students Identified with Learning Disabilities Laura Klescewski Terri Brauer

  2. CMAG • Closing the Math Achievement Gap • Dr. Judith Hankes, UW-O • 3 year study

  3. CGI • Cognitively Guided Instruction • History • Prior Knowledge • Children come to school with an innate ability to solve problems. • Children may understand the concept but may not be able to make sense of the procedure. • Inventing strategies • It is more effective for children to come up with their own methods vs. being taught the procedure without understanding. • True Understanding • Self Esteem

  4. Steps to Understanding Fractions • Always introduce fractions in the form of a story problem. • Students must draw out their own fraction pictures. • Students must understand fractions are part of a whole. • Multiplying and dividing fractions are much easier than adding and subtracting fractions with unlike denominators, mixed fractions, and improper fractions.

  5. Using Prior Knowledge to Solve Fraction Problems At school we had a bake sale and had to make 1050 cookies. How much sugar did we need? (¾ cup sugar is needed to make 50 cookies)

  6. Insert Ryan solving Rolland’s recipe problem Denny explaining to Melissa

  7. Begin with a Fraction of the Whole • The library received some new books. ½ of them are fantasy. ¼ of them are biographies. 1/8 of them are mysteries. 6 were sport books. How many new books did the library get? Insert Ryan books video

  8. Student Must Find a Fraction of a Fraction • Randy dropped the cookie jar. Half the cookies fell on the floor. Before he could clean it up, the dog came and ate 2/3 of the cookies. Then his little brother came in and ate half of the cookies on the floor. When Randy came to clean up the mess there were only 4 cookies left on the floor. How many were in the cookie jar before Randy dropped it?

  9. Insert Ryan solving cookie jar problem

  10. A Fraction of a Fraction • Jill ate 1/3 of a ½ of a candy bar. John ate ½ of a 1/3 of candy bar. Who ate more?

  11. Insert video of Melissa-Jill, John

  12. Moving into Multiplication of Fractions Insert video of multiplying fractions

  13. Different Stages of Development • Insert video of Denny and Melissa

  14. What Getting Started Looks Like • Insert what fraction of the circle is shaded? • Beginning Fraction problems • Insert video of 5th graders

  15. Email Addresses and Websites • Laura Klescewski-Jr. High/High School SLD teacher lklescewski@wabeno.k12.wi.us • Terri Brauer-K-6 SLD teacher tebrauer@wabeno.k12.wi.us

More Related