1. Math CAMPPP 2012 Breakout Session 3 Gr. 9-12 1
<Welcome participants.> 1

2. Session Goals
Participants will have the opportunity to discuss and explore:
the cognitive processes, and how they impact students with learning disabilities
strategies to increase success for students with learning disabilities (e.g. creating foldables)

3. Simulation 1 – Normal Addition Table
4230
+ 3423
4322
+ 2540

4. Simulation 1 – Normal Addition Table
4230
+ 3423
4322
+ 2540 22 24
238
7653
6862
Answers:

5. Simulation 1 – New Addition Table
4230
+ 3423
4322
+ 2540

6. Simulation 1 – New Addition Table
4230
+ 3423
12053
4322
+ 2540
11302

7. Simulation 2

8. Table Discussion
Where are the students with learning disabilities in your school (i.e. in which courses)?
What are some of the ways your math department/school/Board currently supports students with learning disabilities that you think are effective?

9. F.A.T. City Workshops
Reading Comprehension – Vocabulary
Reading and Decoding – p b d q
What tips would you give secondary math teachers to help them better meet the needs of students with these types of learning disabilities?
F.A.T. City Workshops (Frustration, Anxiety, Tension), Rick Lavoie, 1989.

10. Think-Pair-Share
Think of a specific student you have encountered who has a learning disability and finds learning particularly challenging. Which of the cognitive processes pose challenges for this student? How did that manifest itself in your classroom?

11. TIPS Lessons Choose a TIPS lesson from the samples provided.
Review the lesson to familiarize yourself with the content and tasks.
Review it again with the cognitive processes in mind, then:
suggest modifications to better meet needs of students with learning disabilities
note modifications already in place

12. Sample TIPS Lessons Choose one of the following lessons:
Gr. 9 Applied - Proportions
Gr. 10 Applied - Trigonometry
Gr. 11 Workplace - Probability
Gr. 11 Functions and Applications - Finance
Gr. 12 Advanced Functions - Rational Functions

13. Dinah Zike’s Teaching Mathematics with Foldables
“Foldables result in student-made study guides that are compiled as students listen for main ideas, read for main ideas, and work their way through new concepts and procedures.”

14. Create a “Foldable”
Select a template from the samples of “foldables” given.
Create a “foldable” related to your TIPS lesson to support students with learning disabilities.

19. Three-Tab Book Fold a sheet of paper like a hot dog.
With the paper horizontal, and the fold of the hot dog up, fold the right side toward the center, trying to cover one half of the paper.
Fold the left side over the right side to make a book with three folds.
Open the folded book. Cut up the two valleys on the top side only. This will form three tabs.
Use this book for data occurring in threes.

29. Gallery Walk Take a few minutes to look at the foldables created.
How might foldables help students with learning disabilities?

32. Exit Card
It is September, and you are working with a new teacher on lesson planning. Because of Math Camp, you have become more aware of the cognitive processes, and how they impact students with learning disabilities. What 2 or 3 pieces of advice could you give to help the teacher plan lessons to better meet the needs of these students?