Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Scripted Lessons:
What is the purpose(s) of scripting lessons? How can scripted lessons help teachers and ultimately
their students?
o When teachers give more academic info about new skills prior to requesting students to
perform tasks, students are more
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Stecker 1 of 3
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #2, Chs. 610 and Lesson Planning
Study Hints
Chapters 510 and lesson planning:
Know all vocabulary/terminologybe prepared to match terms and definitions or terms with
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
The objective for my lesson was observable and measureable. It contained all the
components of an objective. Nine out of ten of the students met the objective. The
rationale was stated in the beginning of the lesson. I stated the objective and I also stat
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Kara Tallman
Lesson Reflection
Onedigit Factor Times Threedigit Factor with a Zero in Tens Column
Objective(s) and Rationale (CEC Standard 3)
The objective we wrote for this lesson included all the components (learner, conditions,
behavior, and criterio
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Guided Practice (CEC Standards 4 & 7)
As we move into the guided practice I want you to each take out your multiplication grid.
Follow along and write out the problem as we work on them together.
(Teacher writes the problem on the board 108 x 2).
Read the
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Application Questions:
Chap. 6: 2,3,4,6
2. The reason why teachers will do this is for automatic recall and rote practice.
3. It would provide practice on new facts, including fact from the currently introduced set
and from the two preceding two sets. The
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Stecker, ED SP 492, Fall 2012
1
Teaching Mathematics to Individuals with Disabilities
ED SP 492001 and ED SP 492002
3 Credit Hours
Fall 2012
Class meetings:
Tuesdays and Thursdays 12:301:45 pm in Tillman 324 for Section I
Tuesdays and Thursdays 2:003:
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #1, Chs. 15, CBM, Scripted Lessons
Study Questions
Chapter 5:
What are the three main areas into which symbol identification and place value may be
divided?
o Reading and writing nume
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #1, Chs. 15, CBM, Scripted Lessons
Study Questions
Chapter 4:
What is the basic difference between rote counting and rational counting?
o Rote countingby memory
o Rational countingby
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #1, Chs. 15, CBM, Scripted Lessons
Study Questions
Chapter 3:
What do the international and national studies indicate about performance of U.S.
students? US students with disabilities
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #1, Chs. 15, CBM, Scripted Lessons
Study Questions
Chapter 2:
What is the purpose of screening mathematics curricular programs? How might a review
committee conduct this screening pro
Teaching Mathematics to Individuals with Disabilities
EDSP 492

Fall 2012
Teaching Mathematics to Students with Mild Disabilities EDSP 492
Test #1, Chs. 15, CBM, Scripted Lessons
Study Questions
Chapter 1:
What are essential features of direct (explicit) instruction?
o Instructional design
o Instructional delivery
o Classroom