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Introductory awareness of autistic spectrum
Introductory awareness of autistic spectrum conditions
Introductory awareness of autistic spectrum conditions
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I. Grade Level: Second Grade
II. Topic: Place value and Base Ten
III. Standards
A. Georgia Standard of Learning
MCC2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
B. National Standard (NCTM):
IV. Objective: By using the base ten models, the students will
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Then ask the following or similar questions. How many students do we have now? Do we have enough to make a group of ten? Now that we have a group of ten, where should they go?
*if you have a group of ten have them link arms and move to the tens column*
What number is represented now that there are students in the tens and ones column?
Is the number represented the same number of students?
Keep playing the game until all the students are on the chart. As you are playing repeat the questions and have the students explain what is happening and why.
If time allows play the game several times, prompting the students to use the terms Place and Value. Once the game is finished have the students return to their seats. Once they are seated review what was learned in the games then ask the students what would happen if all the second grade classes were to play? How about the entire schools?
each student has eight of the Hundreds blocks, 20 of the tens blocks, and 10 of the ones blocks.
b. Developmental Activities:
1. Instruction:
a. Explain the concept that three digits of a three-digit number represent amounts of hundreds, tens, and ones
b. Show how these three digit numbers should be written in standard and expanded
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Also, have the students discuss their findings during their independent practice. Ask if any of the students were able to create bigger numbers than the three digit combinations.
VII. Diversity/Differentiation for Exceptionalities:
The class consists of 12 boys’ ages 10 to 14. All the boys are diagnosed as on the Autism spectrum with other learning differences, such as dyslexia. Based on assessments given at the beginning of the year, all the boys work on a 2nd grade level. They have an understanding of number combinations, place values (tens and ones place) and sequencing. Two of the 14 boys are non-verbal and use a speak pad to communicate. VIII. Evaluation/Assessment:
To supplement the lesson place value worksheets were given out for the students work on at home. Over the course of three days the concept was reviewed at the begging of math class before introducing similar concepts such as adding thousands and ten thousands to the place value work sheets. At the end of the unit the students were given a test that covered
Place
On the second day of class, the Professor Judit Kerekes developed a short chart of the Xmania system and briefly explained how students would experience a number problem. Professor Kerekes invented letters to name the quantities such as “A” for one box, “B” for two boxes. “C” is for three boxes, “D” is for four boxes and “E” is for five boxes. This chart confused me because I wasn’t too familiar with this system. One thing that generated a lot of excitement for me was when she used huge foam blocks shaped as dice. A student threw two blocks across the room and identified the symbol “0”, “A”, “B”, “C”, “D”, and “E.” To everyone’s amazement, we had fun practicing the Xmania system and learned as each table took turns trying to work out problems.
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
This means that although the specific numbers systems may vary from culture to culture, the basic concept that one thing plus another thing means you have two things is seemingly
Teacher: Can anyone figure out how you would use a number line to help support your thinking? (TR1)
During this lesson, I pushed my students to be able to justify their answers using their knowledge of tens and ones. While not explicitly taught during any of the curriculum lessons, it is a skill required on a number of questions on the test. I predict that some students will struggle with this portion of the test due to their lack of practice using academic language to rationalize their answers. My students “know” what numbers are greater or less, but during this lesson I still heard “I just knew” instead of them going back to their models every time to cite evidence to support their answer. As I finish out this year, and as I think about my teaching practice next year, this is definitely an area of growth that I want to focus
He brought in college students, one by one, into a room with six to eight other participants. He showed the room a picture of one line and a separate picture containing three lines labeled 1, 2, and 3. One of the three lines was ...
numbers 1 to 9 and 0, and the words yes and no. A smaller board, shaped like a
60 1,45 0,56 0,90 0,84 1,00 0,05 0,59 0,77 0,40 80 1,45 0,62 2,00 0,65 0,65
Nine out of 14 students in the “Minions” and “Mickey Mouse Clubs” played this game effectively, demonstrating positive growth. While a few students needed some assistance, and were not able to do it completely independently. Students in the “Looney Toons” and “Peanuts” continue to struggle a bit with this, but they were able to show they could refer back their notes and work with a partner to solve the division problems. Many students in these groups chose to use the partial quotients strategy or the picture model. This may be because they are bit more visual for these concrete learners. These strategies also relate to skills we have been working on in previous units for place value and multiplication. Overall, only about half of the students were able to show full mastery of these concepts, and a majority of them were in the upper level tiered groups which was a bit expected as they are able to grasp concepts a bit quicker. Students in the lower level tiered groups are still continuing to make wonderful positive growth, but have not demonstrated full mastery of the third
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
Divide the class up into groups of three and have them sit in their own spot in the room.
Each day, I receive C.S. 21’s official daily attendance roster and I mark all students that
Data in an experiment is comprised of certain and uncertain measurements. The digits in this data are called significant figures. This implies that all digits in a number are important; however, this is not true. Zeros that are used as placeholders after the decimal point are not significant. For example 0.0032 only has two significant figures, yet trailing zeros to the right of a decimal point are significant. So, the digit 94.00 has four significant figures. Furthermore, trailing zeroes of a whole number are not significant. So, the number 380 only has two significant figures. However, according to the Silberberg Chemistry textbook, trailing zeroes do count as significant figures. This is one instance where the course policy differs from that of the book. Nevertheless, course policy takes precedence over the textbook. All other numbers in all other circumstances are significant.
Present day zero is quite different from its previous forms. Many concepts have been passed down, and many have been forgotten. Zero is the only number that is neither positive of negative. It has no effect on any quantity. Zero is a number lower than one. It is considered an item that is empty. There are two common uses of zero: 1. an empty place indicator in a number system, 2. the number itself, zero. Zero exist everywhere; although it took many civilizations to establish it.
The first double digit – the 11 – is connected with intuition, dreamers and higher realms. In order to achieve the possible potential the 11s need to be aware and work on developing their intuition. This allows them to connect with psychic forces and receive wisdom from the higher energies i.e. instincts. Due to their intuitive nature, people with this number are very sensitive and often what is referred to as empath. This allows them to sense the feelings, moods and often even health of other people around them. One