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  • Geometry Application

    Geometry Application

    Obtuse angle on the left (see upside down “T” figure) and perpendicular lines (right angle) on the right.

  • Data Collection for IEP Objectives

    Data Collection for IEP Objectives

    Here is an example of what data collection can look like. (The IEP objective should have been indicated on here as well.) It shows the data, any prompting from the teacher (P with a circle around it), notes and at the bottom is 3/9 for 33% correct. Also note that I was working on finding…

  • Common Denominator – Why?

    Common Denominator – Why?

    We explain steps in great detail to students but often omit the underlying concept. The topic of adding or subtracting fractions with unlike denominators is an example of this.       The example above right is a short cut for what is shown above left. These short cuts, which math teachers love to use,…

  • Concepts vs Skills – Need Both

    Concepts vs Skills – Need Both

    In general math is taught by focusing on the steps. Conduct a Google search for solving equations and you will see the steps presented (below). You need a video to help your student understand solving and you typically get a presenter standing at the board talking through the examples. (I’ve posted on my approach to…

  • Submit Questions for the Daily Mailbag

    Submit Questions for the Daily Mailbag

    If you have questions about math support, services or strategies share them using comment bar below or email me. I will answer as many questions as I can get to.

  • Cutting Up the Math Into Bite-sized Pieces

    Cutting Up the Math Into Bite-sized Pieces

    When I train new math and special education teachers I explain that teaching math should be like feeding a hot dog to a baby in a high chair. Cut up the hot dog into bite-sized pieces. The baby will still consumer the entire hot dog. Same with math. Our students can consume the entire math…

  • Meeting Student Needs

    Meeting Student Needs

    One of my beliefs about the education is that teaching is built on a delivery based model. If teachers take certain steps the learning will happen – an educator’s version of Field of Dreams. Often the result is a focus on having students assimilate into the teacher’s class environment.  I subscribe to the exact opposite…

  • Retaining Information

    Retaining Information

    Below is a model for information processing (retention and retrieval). Here are a couple key points I want to highlight: A lot of information is filtered out so what gets through? Information that is interesting or relevant. Information that is connected to prior knowledge, is relevant or that is organized has a better change of…

  • Rate of Change in Real Life

    Rate of Change in Real Life

    61 cents per ounce is a rate of change. Graph the line modeled by this (y intercept is 0) and it becomes slope of the line. In referring to algebra we often hear, “when will I ever need this?” My response is “all the time!” Our job as teachers is to make this connection for…

  • Graduation, Now What?!

    Graduation, Now What?!

    I believe that the high school diploma is widely viewed as the end game of K-12 education. The purpose of special education focuses on life AFTER the diploma. The focus of our collective efforts should be on NOW WHAT? I have posted on this topic and want to circle back to it. If the purpose of…