This Mathematics Guide is designed to assist teachers to provide mathematics experiences which are meaningful, functional and challenging. This guide operates on the premise that every student can learn to use and appreciate mathematics. It infuses the unifying ideas of:
1. Representing Quantities and Shapes
2. Finding, Making and Describing Patterns
3. Exploring How Much
4. How Many
The Mathematics Guide consists of 18 goal stems Under each goal stem there are many sample objectives and suggested activities which can be individualized for a student's IEP. Using this Curriculum Guide will enable students to work successfully both individually and with others; come to appreciate math in history and society. Within this web site you will find various assessments to be used to measure progress while other sections of this site contain objective samples based upon these assessments scales.
THE CALIFORNIA STANDARDS
Scroll down the page to go directly to THE IDEA STATEMENTS.
STANDARD #1 The Student Understands Numbers, Number Systems, And Number Theory.
Benchmarks:
Counts whole numbers- Arithmetic and Number: Goal Stems 1 and 2; Mathematical Communication:
Goal Stem 2.
Understands that a number is a symbol for quantity - Arithmetic and Number: Goal Stem 2.
Understands symbolic, concrete and pictorial representation of numbers- Arithmetic and Number:
Goal Stem 2.
Understands the concept of ordinal numbers- Mathematical Communication Goal Stem 2
Understands the relationships among whole numbers and fractions- Geometry and Measurement: Goal Stem 1.
STANDARD # 2 The Student Understands And Uses Number Operations And Processes Of Computation.
Adds and subtracts whole - Arithmetic and Number: Goal Stem 2
Understands the concept of estimating quality- Probability and Statistics Goal Stem 2
Recognizes conditions in real-world situations in which a number operation would be useful- Problem Solving and Mathematical Reasoning: Goal Stem 2
Knows common terms used with estimation (e.g. "about," "near," "closely," "between," "a little more,") - Mathematical Communications: Goal Stem 2
STANDARD # 3 The Student Understands And Uses Patterns, Functions, And Algebra.
Recognizes regularities in a variety of contexts ( e.g., events, designs, shapes, sets of numbers ) - Function and Algebra; Goal Stem 1 and 2
Recognizes different aspects of geometric patterns ( e.g., color, shape, regularities, direction, size, orientation) - Function and Algebra: Goal Stem 2 and 3; Geometry and Measurement : Goal Stems 1 and 2.
STANDARD # 4 The Student Understands And Uses The Concepts Of Measurement.
Understands the basic measures length, weight, time temperature, money.
Geometry and Measurement: Goal Stems 1, 2 and 3: Arithmetic and Number: Goal Stems 1, 2 and 3.
Makes quantitative estimates of different attributes of familiar objects and checks estimates against measurements- Problem Solving and Mathematical Reasoning: Goal Stem 2
( e,g., inside," " outside," below, " between, behind etc.) Geometry and Measurement:
Goal Stem 2 and 3
STANDARD # 5 The Student Understands And Uses The Concepts Of Geometry And Spatial Sense
Benchmarks:
Understands the basic concepts of motion geometry and how geometric transformations of figures ( e,g, turns flips, slides, dilations ) may be used to solve problems- Geometry and Measurement:: Goal Stem 2
Standard # 6 The Student Uses Appropriate Strategies And Tool In The Problem Solving Process.
Benchmarks: Uses whole number model ( e.g.. jellybeans, patterns block., tiles, pictures) to represent math - Problem Solving and Mathematical Reasoning: Goal Stems 1 and 2
Makes organized lists, tables, graphs, collages, pictures, choices, and actions, when solving mathematical situations/ challenge- Problem Solving and Mathematical Reasoning: Goal Stems 2 and 3
Standard # 7 The Student Understands And Uses probability And Statistics.
Benchmarks: Organizes and displays information about real world objects or event in simple tables, bar graphs, and pictographs- Statistics and Probability : Goal Stem 1; Problem Solving and Mathematical Reasoning: Goal Stem 3
Reads and compares information in simple tables and graphs- Statistics and Probability Goal Stem2
Reads and interprets data from tables and graphs ( e.g., draws simple conclusion )- Statistics and Probability: Goal Stem 3
Recognizes events that are sure to happen, events that are sure not to happen, and events that may or may not happen using environmental cues in ( in terms of " certain," uncertain, " likely," "unlikely"}Statistics and Probability: Goal Stem 3.
THE IDEA STATEMENTS
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ARITHMETIC AND NUMBER IDEA STATEMENTS
GOAL STEM # 1 Student Will Demonstrate Knowledge Of Basic Skills In Arithmetic And Number...
By ( month/year,) given package of seeds, THE STUDENT will count 10 seeds for planting 60% of the time on 2 consecutive occasions as observed and recorded by staff.
By ( month/year,) given package of seeds, THE STUDENT will count 20 seeds for planting 70% of the time on 4 consecutive occasions as observed and recorded by staff.
By ( month/year,) given package of seeds, THE STUDENT will count 30 seeds for planting 80% of the time on 6 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will participate in a daily roll call, by counting the number of students present or absent. 60% of the time on 2 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will participate in a daily roll call, by counting the number of students present or absent. 70% of the time on 4 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will participate in a daily roll call, by counting the number of students present or absent. 80% of the time on 6 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count the days of the month on a standard calendar 60% of the time on 2 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count the days of the month on a standard calendar 70% of the time on 4 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count the days of the month on a standard calendar 80% of the time on 6 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count out ten pennies, 60% of the time on 2 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count out ten pennies, 70% of the time on 4 consecutive occasions as observed and recorded by staff.
By ( month/year,) THE STUDENT will count out ten pennies, 80% of the time on 6 consecutive occasions as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Play computer math games
Use money manipulatives
Plat number bingo
Have students collect personal sets of manipulatives from the environment
Participate in daily counting activities: attendance, paper distribution, calendar, snack
Trace numbers in sand
Sing number songs
Dramatize numbers
Make number art projects out of tactile materials
Look for numbers in the environment
Have a number of the week
GOAL STEM # 2 Student Will Demonstrate Conceptual Understanding Of Arithmetic And Number
By month / year when given a choice of two of the same food items and the verbal prompt " Take one", THE STUDENT will choose one item 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year when given a choice of two of the same food items and the verbal prompt " Take one", THE STUDENT will choose one item 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year when given a choice of two of the same food items and the verbal prompt " Take one", THE STUDENT will choose one item 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year when given a choice of two of the same food items and the
verbal prompt " Take one ", THE STUDENT will choose one item 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year when given a choice of two of the same food items and the
verbal prompt " Take one ", THE STUDENT will choose one item 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year when given a choice of two of the same food items and the
verbal prompt " Take one ", THE STUDENT will choose one item 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will demonstrate knowledge of 1:1 correspondence by hitting a switch one time and waiting for the result 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will demonstrate knowledge of 1:1 correspondence by hitting a switch one time and waiting for the result 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will demonstrate knowledge of 1:1 correspondence by hitting a switch one time and waiting for the result 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will point to the highest score on the bowling score sheet, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will point to the highest score on the bowling score sheet, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will point to the highest score on the bowling score sheet, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will solve division problems with remainders, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will solve division problems with remainders, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will solve division problems with remainders, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 2 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will estimate within the number of items in a jar, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will estimate within the number of items in a jar, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will estimate within the number of items in a jar, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will combine nickels, dimes and quarters to total one dollar, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will combine nickels, dimes and quarters to total one dollar, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will combine nickels, dimes and quarters to total one dollar, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will add two sets of objects to achieve a sum of five or less, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will identify the correct bus fare from a pool of coins, with 4 of 10 trials on 2 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will identify the correct bus fare from a pool of coins, with 6 of 10 trials on 3 consecutive attempts, as observed and recorded by staff.
By month / year THE STUDENT will identify the correct bus fare from a pool of coins, with 8 of 10 trials on 4 consecutive attempts, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Use hand held calculators
Play computer math games
Set up weekly estimation jar in the classroom
Play games in which students bring a certain number of items to class
Set tables at snack with correct number of cups, utensils, etc.
Use math workbooks
Take weekly timed tests for basic math facts
Listen to math fact tapes
Make personal flash cards
Play store of visit a grocery store to practice using money.
GOAL STEM # 3 Student Will Demonstrate Problem Solving In Arithmetic And Number.....
By month/year, given a stack of paper, student will be able to count, sort and collate the correct amount in the correct sequence 30% of the time on 3 consecutive attempts, as observed and recorded by staff.
By month/year, given a stack of paper, student will be able to count, sort and collate the correct amount in the correct sequence 40% of the time on 4 consecutive attempts, as observed and recorded by staff.
By month/year, given a stack of paper, student will be able to count, sort and collate the correct amount in the correct sequence 50% of the time on 5 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine the amount of money he/she needs for a particular month according to a budget plan 30% of the time on 3 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine the amount of money he/she needs for a particular month according to a budget plan 40% of the time on 4 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine the amount of money he/she needs for a particular month according to a budget plan 50% of the time on 5 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine how many more units are needed to complete an assembly task after 15 minutes of work 30% of the time on 3 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine how many more units are needed to complete an assembly task after 15 minutes of work 40% of the time on 4 consecutive attempts, as observed and recorded by staff.
By month/year, Student will determine how many more units are needed to complete an assembly task after 15 minutes of work 50% of the time on 5 consecutive attempts, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3
Use calculators
Practice budgeting
Clip newspaper ads incolving money to make a shopping list and compute how much money is needed
Collate and sort student made books, newsletter, etc.
Set up jobs that require students to problem solve how they are going to complete the job ( assembling materials for an art, work, or cooking project)
GEOMETRY AND MEASUREMENT
GOAL STEM # 1 Student Will Demonstrate Knowledge Of Basic Skills In Geometry And Measurement.....
By month/year, THE STUDENT will assemble a 15 piece puzzle with 50% accuracy on consecutive
attempts as charted by staff.
By month/year, THE STUDENT will assemble a 15 piece puzzle with 60% accuracy on 4 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will assemble a 15 piece puzzle with 70% accuracy on 5 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will identify by eye gaze which of two similar objects is larger, with 50% accuracy on consecutive attempts as charted by staff.
By month/year, THE STUDENT will identify by eye gaze which of two similar objects is larger, with 60% accuracy on 4 consecutive attempts as charted by staff.
By month/year, THE STUDENT will identify by eye gaze which of two similar objects is larger, with 70% accuracy on 5 consecutive attempts as charted by staff.
By month/year, THE STUDENT will sort a group of two differently shaped objects such as forks and spoons with 50% accuracy on consecutive
attempts as charted by staff.
By month/year, THE STUDENT will sort a group of two differently shaped objects such as forks and spoons with 60% accuracy on 4 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will sort a group of two differently shaped objects such as forks and spoons with 70% accuracy on 5 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will measure ingredients for a recipe by counting the appropriate number of tbs., and/or cups with 50% accuracy on consecutive
attempts as charted by staff.
By month/year, THE STUDENT will measure ingredients for a recipe by counting the appropriate number of tbs., and/or cups with 60% accuracy on 4 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will measure ingredients for a recipe by counting the appropriate number of tbs., and/or cups with 70% accuracy on 5 consecutive
attempts as charted by staff.
By month/year, THE STUDENT will identify ( and name) geometric shapes with 50% accuracy on consecutive attempts as charted by staff.
By month/year, THE STUDENT will identify ( and name) geometric shapes with 60% accuracy on 4 consecutive attempts as charted by staff.
By month/year, THE STUDENT will identify ( and name) geometric shapes with 70% accuracy on 5 consecutive attempts as charted by staff.
Suggested Activities For Goal Stem # 1:
Play computer math games
Do classroom cooking projects
Play shape bingo
Set the table using variety of shaped objects
Have a sorting race to see who can sort faster
Make various jigsaw puzzles available in classroom
Have students look for shapes in their environment, i.e., food, furniture
GOAL STEM # 2 Student Will Demonstrate Conceptual Understanding Of Geometry And Measurement.....
By month/year, when given two objects, THE STUDENT will identify which is longer with 40% accuracy on 2 consecutive occasions as recorded by staff..
By month/year, when given two objects, THE STUDENT will identify which is longer with 60% accuracy on 3 consecutive occasions as recorded by staff..
By month/year, when given two objects, THE STUDENT will identify which is longer with 80% accuracy on 4 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the temperature on an outdoor thermometer and state whether it is warmer or cooler than yesterday by comparing it to the previously recorded temperature on a class chart. with 40% accuracy on 2 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the temperature on an outdoor thermometer and state whether it is warmer or cooler than yesterday by comparing it to the previously recorded temperature on a class chart. with 60% accuracy on 3 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the temperature on an outdoor thermometer and state whether it is warmer or cooler than yesterday by comparing it to the previously recorded temperature on a class chart. with 80% accuracy on 4 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the clock in order to arrive at his job on time with 40% accuracy on 2 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the clock in order to arrive at his job on time with 60% accuracy on 3 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will read the clock in order to arrive at his job on time with 80% accuracy on 4 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will match pairs of similar shapes of different sizes using a switch- operated computer program with 40% accuracy on 2 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will match pairs of similar shapes of different sizes using a switch- operated computer program with 60% accuracy on 3 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will match pairs of similar shapes of different sizes using a switch- operated computer program with 80% accuracy on 4 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will demonstrate understanding of the position of objects in relation to one another by placing an object in response to a direction ( in front of, behind, etc.). with 40% accuracy on 2 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will demonstrate understanding of the position of objects in relation to one another by placing an object in response to a direction ( in front of, behind, etc.). with 60% accuracy on 3 consecutive occasions as recorded by staff..
By month/year, THE STUDENT will demonstrate understanding of the position of objects in relation to one another by placing an object in response to a direction ( in front of, behind, etc.). with 80% accuracy on 4 consecutive occasions as recorded by staff..
Suggested Activities For Goal Stem # 2
Play computer math games
Keep a classroom temperature chart
Use a clock face with movable hands to practice time concepts
Use a ruler, tapes or other non standard objects to measure objects in environment,
Put objects in a bag and have the student describe the shape of object in his/her hand without looking at it.
Match lids with containers
Keep a growth/weight chart for the student throughout the year,
Play a game where the student has to respond to positional directions such as " stand behind the table"
Make your own tape measure using masking tape.
GOAL STEM # 3 Student Will Demonstrate Problem Solving In Geometry And Measurement
By month/year during a cooking activity, when given a ½ cup measuring cup, THE STUDENT will measure 11/2 cups on 2 consecutive attempts as recorded by staff.
By month/year during a cooking activity, when given a ½ cup measuring cup, THE STUDENT will measure 11/2 cups on 4 consecutive attempts as recorded by staff.
By month/year during a cooking activity, when given a ½ cup measuring cup, THE STUDENT will measure 11/2 cups on 6 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will pick the correct size of an item to fit into a particular container, on 2 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will pick the correct size of an item to fit into a particular container, on 4 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will pick the correct size of an item to fit into a particular container, on 6 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will identify ( by eye gaze, pointing, verbally labeling ) the shortest route between two points using the legend on the map on 2 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will identify ( by eye gaze, pointing, verbally labeling ) the shortest route between two points using the legend on the map on 4 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will identify ( by eye gaze, pointing, verbally labeling ) the shortest route between two points using the legend on the map on 6 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will determine the perimeter of a garden plot given the length of each side on 2 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will determine the perimeter of a garden plot given the length of each side on 4 consecutive attempts as recorded by staff.
By month/year during a cooking activity, THE STUDENT will determine the perimeter of a garden plot given the length of each side on 6 consecutive attempts as recorded by staff.
Suggested Activities For Goal Stem # 3:
Do classroom cooking projects
Collect different size containers from home and ask students which objects would fit into each one.
Draw Maps from home to school
Use tangram sets or geoboards to create pictures and shapes
Create own quilt square designs out of paper or cloth
Determine distances t run 1/4 mile on school track.
GOAL STEM # 1 Student Will Demonstrate Knowledge Of basic Skills In Function And Algebra...
By month/year given a newspaper, THE STUDENT will find the weather graph in 2 out of 5 opportunities on 3 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will find the weather graph in 3 out of 5 opportunities on 4 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will find the weather graph in 4 out of 5 opportunities on 5 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will demonstrate recognition of the pattern of a musical beat by moving head hand or foot to the rhythm in 2 out of 5 opportunities on 3 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will demonstrate recognition of the pattern of a musical beat by moving head hand or foot to the rhythm in 3 out of 5 opportunities on 4 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will demonstrate recognition of the pattern of a musical beat by moving head hand or foot to the rhythm in 4 out of 5 opportunities on 5 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will continue the two color pattern of six beads with an additional (6) beads in 2 out of 5 opportunities on 3 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will continue the two color pattern of six beads with an additional (6) beads in 3 out of 5 opportunities on 4 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will continue the two color pattern of six beads with an additional (6) beads in 4 out of 5 opportunities on 5 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will set up a salad bar using a pictorial pattern in 2 out of 5 opportunities on 3 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will set up a salad bar using a pictorial pattern in 3 out of 5 opportunities on 4 occasions, as observed and recorded by staff.
By month/year given a newspaper, THE STUDENT will set up a salad bar using a pictorial pattern in 4 out of 5 opportunities on 5 occasions, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Use manipulative such as blocks, tangams, pegs and beads
Share interesting patterned objects with students
Create " copy cat" game where student uses manipulative to create a pattern and partner duplicates it.
Create a movement pattern game in which students add movements and repeat the pattern.
Introduce students to different types of graphs,
GOAL STEM 2: Student will demonstrate conceptual understanding of function and algebra....
By month/year, given a plate with one item, THE STUDENT will place " one more item" on the plate to achieve two on request 2 of 5 trials on 3 occasions, as recorded and observed by staff
By month/year, given a plate with one item, THE STUDENT will place " one more item" on the plate to achieve two on request 3 of 5 trials on 4 occasions, as recorded and observed by staff
By month/year, given a plate with one item, THE STUDENT will place " one more item" on the plate to achieve two on request 4 of 5 trials on 5 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use the " dollar up" ( to the next dollar) method to determine the amount of money needed to be given to the cashier, 2 of 5 trials on 3 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use the " dollar up" ( to the next dollar) method to determine the amount of money needed to be given to the cashier 3 of 5 trials on 4 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use the " dollar up" ( to the next dollar) method to determine the amount of money needed to be given to the cashier 4 of 5 trials on 5 occasions, as recorded and observed by staff
By month/year, THE STUDENT will create their own pattern of objects with at least (3) repetitions 2 of 5 trials on 3 occasions, as recorded and observed by staff
By month/year, THE STUDENT will create their own pattern of objects with at least (3) repetitions 3 of 5 trials on 4 occasions, as recorded and observed by staff
By month/year, THE STUDENT will create their own pattern of objects with at least (3) repetitions 4 of 5 trials on 5 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use (5) correct symbols such as ( = + x-/ $ c % in writing math sentences, 2 of 5 trials on 3 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use (5) correct symbols such as ( = + x-/ $ c % in writing math sentences, 3 of 5 trials on 4 occasions, as recorded and observed by staff
By month/year, THE STUDENT will use (5) correct symbols such as ( = + x-/ $ c % in writing math sentences, 4 of 5 trials on 5 occasions, as recorded and observed by staff
Suggested Activities for Goal Stem # 2
Make a bingo game using math symbols
Play a game matching the symbols to the words
Practice " Dollar up" using real money
Have students role play being the " quality control " person and comparing work samples to actual work completed..
Use manipulative to practice " one more"
Dramatize the concept of " one more "
GOAL STEM 3 THE STUDENT will demonstrate problem solving in function and algebra.....
By month/year, given the need for THE STUDENT to wear gloves when in the garden, THE STUDENT will identify how many gloves are needed for 6 student gardeners 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, given the need for THE STUDENT to wear gloves when in the garden, THE STUDENT will identify how many gloves are needed for 6 student gardeners 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, given the need for THE STUDENT to wear gloves when in the garden, THE STUDENT will identify how many gloves are needed for 6 student gardeners 80% of the time on 5 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will complete a pattern in a mosaic for an art project. 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will complete a pattern in a mosaic for an art project. 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will complete a pattern in a mosaic for an art project. 80% of the time on 5 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will determine the number of quarters needed to purchase 3 additional cans of soda if one can costs .75 cents, 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will determine the number of quarters needed to purchase 3 additional cans of soda if one can costs .75 cents, 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will determine the number of quarters needed to purchase 3 additional cans of soda if one can costs .75 cents, 80% of the time on 5 occasions, as observed and recorded by staff.
Suggested Activities for Goal Stem # 3:
Use computer math software
Use blocks to make complex patterns
Make a number sentence frame that represents all the ways you can make ( + = 10 ) and have class participate in listing all the ways you can make ten.
GOAL STEM 1 STUDENT WILL DEMONSTRATE BASIC SKILLS IN STATISTICS AND PROBABILITY
By month/year, THE STUDENT will choose a ( symbol) from four choices via eye gaze to represent his/her preference of a food item to add to a class graph, 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will choose a ( symbol) from four choices via eye gaze to represent his/her preference of a food item to add to a class graph,. 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will choose a ( symbol) from four choices via eye gaze to represent his/her preference of a food item to add to a class graph, 80% of the time on 5 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will place a symbol or concrete object in the correct position on a graph, 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will place a symbol or concrete object in the correct position on a graph, 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will place a symbol or concrete object in the correct position on a graph, 80% of the time on 5 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling ) with is the winner/loser of a simple game of chance, 40% of the time on 3 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling ) with is the winner/loser of a simple game of chance, 60% of the time on 4 occasions, as observed and recorded by staff.
By month/year, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling ) with is the winner/loser of a simple game of chance, 80% of the time on 5 occasions, as observed and recorded by staff.
Suggested Activities for Goal Stem # 1:
Make a class graph (hair color eye color, ages, pets favorite foods, favorite sport teams )
Make a variety of different graph ( line, bar, pie, column, concrete objects, circle )
Play simple games of chance ( head or tails, dice games)
GOAL STEM 2 STUDENT WILL DEMONSTRATE SKILLS IN CONCEPTUAL UNDERSTANDING IN STATISTICS AND PROBABILITY......
By month/year, THE STUDENT will make a prediction about the weather based on previous weather data recorded on a chart with 2 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will make a prediction about the weather based on previous weather data recorded on a chart with 3 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will make a prediction about the weather based on previous weather data recorded on a chart with 4 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will read a graph and be able to answer at least three questions it answers in 2 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will read a graph and be able to answer at least three questions it answers in 3 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will read a graph and be able to answer at least three questions it answers in 4 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will draw and explain a bar ggraph illustrating cookies sold each week for six weeks, in, 2 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will draw and explain a bar ggraph illustrating cookies sold each week for six weeks, in, 3 out of 5 days per week, as observed and recorded by staff.
By month/year, THE STUDENT will draw and explain a bar ggraph illustrating cookies sold each week for six weeks, in, 4 out of 5 days per week, as observed and recorded by staff.
Suggested Activities for Goal Stem # 2:
Have students practice reading graphs
Graph students individual collections ( sport teams, dolls stuffed animals, shells) by different characteristics
Practice prediction skills on a regular basis in the classroom.
Predict how many rainy days in a week.
GOAL STEM 3 STUDENT WILL DEMONSTRATE SKILLS IN PROBLEM SOLVING IN STATISTICS AND PROBABILITY........
By ( month/year), THE STUDENT will read a bar graph and interpret values on it, for the class 4 of 10 trials on 2 occasions, as recorded by staff.
By ( month/year), THE STUDENT will read a bar graph and interpret values on it, for the class 6 of 10 trials on 3 occasions, as recorded by staff.
By ( month/year), THE STUDENT will read a bar graph and interpret values on it, for the class 8 of 10 trials on 4 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the amount of his next paycheck based on his salary and attendance, 4 of 10 trials on 2 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the amount of his next paycheck based on his salary and attendance, 6 of 10 trials on 3 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the amount of his next paycheck based on his salary and attendance, 8 of 10 trials on 4 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the number of cookies needed for sale based on previous weeks sales totals, 4 of 10 trials on 2 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the number of cookies needed for sale based on previous weeks sales totals, 6 of 10 trials on 3 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the number of cookies needed for sale based on previous weeks sales totals, 8 of 10 trials on 4 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the color he/she is more likely to select from a bag of ten blue and five red marbles, 4 of 10 trials on 2 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the color he/she is more likely to select from a bag of ten blue and five red marbles, 6 of 10 trials on 3 occasions, as recorded by staff.
By ( month/year), THE STUDENT will predict the color he/she is more likely to select from a bag of ten blue and five red marbles, 8 of 10 trials on 4 occasions, as recorded by staff.
Suggested Activities for Goal Stem # 3
Pair students in research teams to collect and analyze data
Have students plan menu for a week for café based on previous sales.
Play games that emphasize chance and probability ( roll dice, flip coins )
GOAL STEM 1 STUDENT WILL DEMONSTRATE SKILLS IN PROBLEM FORMULATION.....
By month/year, THE STUDENT will use pictures or objects to demonstrate a math problem 4 of 8 trials for 2 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will use pictures or objects to demonstrate a math problem 5 of 8 trials for 3 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will use pictures or objects to demonstrate a math problem 6 of 8 trials for 4 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will collect manipulative needed to begin work on a math problem, 4 of 8 trials for 2 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will collect manipulative needed to begin work on a math problem, 5 of 8 trials for 3 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will collect manipulative needed to begin work on a math problem, 6 of 8 trials for 4 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will create his/her own math for the class to solve, 4 of 8 trials for 2 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will create his/her own math for the class to solve, 5 of 8 trials for 3 out of 5 trials days as observed and recorded by staff.
By month/year, THE STUDENT will create his/her own math for the class to solve, 6 of 8 trials for 4 out of 5 trials days as observed and recorded by staff.
Suggested Activities for Goal Stem # 1:
Brainstorm possible approaches to take before starting a problem
Draw pictures to represent problems
Represent problems using physical objects
Clarify problems using discussions with teachers or knowledgeable others
Goal Stem 2 THE STUDENT will demonstrate skills in problem implementation.
By month/year, THE STUDENT will use manipulative to solve a problem independently with 60% accuracy for 3 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will use manipulative to solve a problem independently with 70% accuracy for 4 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will use manipulative to solve a problem independently with 80% accuracy for 5 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will, when given various sizes of plant containers, estimate the amount of fertilizer to add to the soil 60% accuracy for 3 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will, when given various sizes of plant containers, estimate the amount of fertilizer to add to the soil 70% accuracy for 4 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will use manipulative to solve a problem independently with 80% accuracy for 5 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will, when planning a class activity, estimate the number of bottles of soda needed with 60% accuracy for 3 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will, when planning a class activity, estimate the number of bottles of soda needed with 70% accuracy for 4 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will, when planning a class activity, estimate the number of bottles of soda needed with 80% accuracy for 5 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will double a recipe, containing ( 6 ) ingredients with 60% accuracy for 3 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will double a recipe, containing ( 6 ) ingredients with 70% accuracy for 4 consecutive days, as observed and recorded by staff.
By month/year, THE STUDENT will double a recipe, containing ( 6 ) ingredients with 80% accuracy for 5 consecutive days, as observed and recorded by staff.
SUGGESTED ACTIVITIES FOR GOAL STEM # 2
Clarify problems using discussions with peers.
Make rough estimates of answers to problems before doing them.
Make and organize lists or tables of information necessary for solving a problem
State problems in his or her own words to better understand them.
GOAL STEM 3 The student will demonstrate skills in problem conclusion......
By month/year given a peer tutoring situation, THE STUDENT will correctly explain a problem solving method to another student 2 of 5 trials in 2 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will correctly explain a problem solving method to another student 3 of 5 trials in 3 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will correctly explain a problem solving method to another student 4 of 5 trials in 4 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will make and explain a graph representing data from a problem that he/she solved 2 of 5 trials in 2 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will make and explain a graph representing data from a problem that he/she solved 3 of 5 trials in 3 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will make and explain a graph representing data from a problem that he/she solved 4 of 5 trials in 4 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will demonstrate how he/she solved a problem using oral language and concrete objects. 2 of 5 trials in 2 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will demonstrate how he/she solved a problem using oral language and concrete objects. 3 of 5 trials in 3 of 5 trial days, as observed and recorded by staff
By month/year given a peer tutoring situation, THE STUDENT will demonstrate how he/she solved a problem using oral language and concrete objects. 4 of 5 trials in 4 of 5 trial days, as observed and recorded by staff
SUGGESTED ACTIVITIES FOR GOAL STEM # 3
Explain to others how she/he solved a numerical problem
Use guess and check method to solve problems when appropriate
Check if the results are reasonable through estimation
Use pictographs and graphic representations to model problems
Represent a problem in several ways and discuss which way ( s ) are most helpful.
MATHEMATICAL COMMUNICATION
GOAL STEM 1 THE STUDENT will demonstrate basic skills in mathematical communication....
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will point to correct word 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will point to correct word 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will point to correct word 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will, when given a list of number words, match the number words to the correct numerals, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will, when given a list of number words, match the number words to the correct numerals, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will, when given a list of number words, match the number words to the correct numerals, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will use three SEE (signing exact English ) signs representing numbers, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will use three SEE (signing exact English ) signs representing numbers, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, given a list of 6 mathematical vocabulary words THE STUDENT will use three SEE (signing exact English ) signs representing numbers, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
Suggested Activities for Goal Stem # 1
Practice repeating mathematical vocabulary ( shape words together how much , how many,
add, fewer than, money symbols measurement, etc.)
Sing number songs
Learn signs or gestures to represent symbols
Relate everyday language to mathematical language ( Get two cups for this table and two cups for the other table )
GOAL STEM 2 THE STUDENT Will Demonstrate Conceptual Understanding In Mathematical Communication....
By month/year, THE STUDENT will follow oral directions for a math activity, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will follow oral directions for a math activity, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will follow oral directions for a math activity, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will tell the teacher his/her own ordinal position in a line of three students ( first, second or third), 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will tell the teacher his/her own ordinal position in a line of three students ( first, second or third), 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will tell the teacher his/her own ordinal position in a line of three students ( first, second or third), 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will illustrate the math concept of a mathematical equation by drawing a picture., 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will illustrate the math concept of a mathematical equation by drawing a picture., 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will illustrate the math concept of a mathematical equation by drawing a picture., 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will use a variety of concrete materials ( buttons, beads, colors, tiles geoboards) to express math concepts, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will use a variety of concrete materials ( buttons, beads, colors, tiles geoboards) to express math concepts, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will use a variety of concrete materials ( buttons, beads, colors, tiles geoboards) to express math concepts, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will create his/her own word problem, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will create his/her own word problem, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will create his/her own word problem, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
SUGGESTED ACTIVITIES FOR GOAL STEM # 2:
Practice using mathematical vocabulary
Practice demonstrating Mathematical vocabulary
Have a math word of the week
Create pen pal letters a secret code paring numbers and letters
GOAL STEM 3 THE STUDENT Will Demonstrate Skills In Problem Solving In Mathematical Communications.....
By month/year, THE STUDENT will create his/her own word problem, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will create his/her own word problem, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will create his/her own word problem, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will explain how he/she arrived at a math solution, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will explain how he/she arrived at a math solution, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will explain how he/she arrived at a math solution, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
By month/year, THE STUDENT will identify how any more of an item he needs to collect a given number, 2 out of 5 trials for 3 consecutive days, as recorded by staff.
By month/year, THE STUDENT will identify how any more of an item he needs to collect a given number, 3 out of 5 trials for 4 consecutive days, as recorded by staff.
By month/year, THE STUDENT will identify how any more of an item he needs to collect a given number, 4 out of 5 trials for 5 consecutive days, as recorded by staff.
Suggested Activities For Goal Stem # 3:
Practice sharing math solutions
Use wide math vocabulary to explain problems
Use food items to display mathematical problems solving (tell me how you can divide pizza evenly)
Use physical materials, diagrams pictures, and words to explain mathematical solving.