What Some of Math Looks Like In My Classroom (K-1st grade autism)

Sometimes, when students hear the word, “Math,” they are not interested, think it is too complicated or just plain boring.  I have high expectations for my students whether they have disabilities or not and have confidence that they can complete a task with adaptations. Some of my students are not at a level where they are adding but I thought of different ways of introducing it. As I have mentioned in my earlier posts, my students learn through “play” or use materials that make learning fun and enjoyable. Below, you will see magnets of various vehicles (boats, trucks, planes, cars, etc.) used as manipulatives during my Math class. This was perfect as I have all boys in my classroom and this was definitely high on their interest list. I use these vehicles in my Math curriculum to keep the students engaged and to keep them motivated. I told them we were playing a game where they can choose what vehicles they would like to own but before they took ownership or had some free play with the magnetic vehicles, they needed to add them first using the proper addition equation. The object of the game is that the students first choose the vehicles they want to use in their addition equation, add the total number of vehicles at the end of each row and create an addition equation using the proper addition and equal signs (See below).

Furthermore, the last row of pictures shown below is a different day and also the week after the math activity with vehicles manipulatives were used. The pictures show my students drawing circles (creating their own visuals) instead of using the magnetic vehicles.  This shows significant student progress and better understanding of the addition concept without using manipulatives. My next Math class would be a simple 4+3=    and see how the students solve the problem themselves.

photo 1               photo 2

photo 4       photo 3       photo 5 

photo 5          photo 1

 

photo 1 photo 2  math

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