Special Education & Early Grades Education Data Collection of My Creative Lessons & Resources/Ideas/Materials

1. Mackenzie Landon
Dr. Hicks
EDA 314/361 80
Written Language and Mathematics lesson
March 5, 2013
1.1 Learning Outcomes:
Upon completion of this lesson the student will be able to recognize math vocabulary
words and demonstrate their understanding of the meaning of these words. The student
will then apply his knowledge of the math vocabulary when faced with word problems
and computations which involve knowledge of the math vocabulary.
1.2 Standards:
4.OA.2.CC: Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem, distinguishing multiplicative comparison from additive
comparison.
4.OA.3.CC: Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which
remainders must be interpreted.
4.MD.3.CC: Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
4.RIT.7.CC: Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears.
1.3 Goal of Lesson: To provide the student hands on materials that identify words and
phrases that the student needs to understand and use in order to reach 80% accuracy.
With a group of seven vocabulary words the student will be able to complete 9/10 trials
with 80% accuracy.
1.4 Lesson Objectives: The student will be able to verbalize the definition given and will
be able to match the vocabulary with the correct definitions with 80% accuracy.
1.5 Anticipatory Set:
• To open up the lesson I am going to activate the student’s background knowledge
by having flash cards with vocabulary words. I will make two sets of flash cards
one being the math vocabulary word, and the other being the definitions. I can
then access the student’s prior knowledge by having him physically match the
words with the definitions.
• This matching game will help motivate the student because he gets to physically

2. manipulate the math vocabulary cards and the activity provides him with a tactile
experience. It will also incorporate vocabulary terms that I know he knows in
order to ensure some success and take away frustration.
1.6 Procedures:
• Following the matching game, I will explain, “we are going to work together to
create a math vocabulary word wall!” “Do you know what a word wall is?” I will
allow the student to make a guess about what I mean by a word wall. I will then
explain that the purpose of a word wall is to identify words and phrases that
students need to understand and use in order to make good progress in
mathematics. The Word Wall that we create will be used daily in our classroom
so the whole class can refer back to the word wall to help them.
• Next, I will show the student the print outs (attached) that we are going to cut out,
talk about, and put on the classroom’s word wall. I will explain that we are going
to look at the pages I printed out and talk about the math vocabulary word, the
picture represented, and the meaning. After each card is discussed, the student
will go up to the word wall and tape the word onto the word wall.
• The student had trouble with specific vocabulary words such as area, perimeter,
volume, range, average, mode, and median. When these words come up during
the word wall activity I will go into detail about each one and explain the picture
on the card, and the meaning of the word. I will also provide easy ways to
remember these math words.
• When the word wall is complete I am going to tell the student we are gong to play
a game where I call out a word from the word wall and they are gong to write a
sentence using the word.
• The words I will be calling out from the word wall are going to be the words that
the assessment shows the student does has trouble with: area, perimeter, volume,
range, average, mode, and median.
• I will call out the word, write it on a piece of paper, and ask the student to write a
sentence, or to draw a picture using the word. Next, I am going to ask the student
to read the sentence back to me. If he gets stuck I will point out the word from the
word wall. We will do this for each of the seven terms that seem to be interfering
with the student’s comprehension.
1.7 Closure: I will go over the sentences with the student. I will ask the student if he can
sum up the point of creating this word wall. Next I will review, “now look at all of the
materials you have to help you with math vocabulary. We learned about a lot of fourth
grade vocabulary words that are important to applying to future activities, and you did a
great job participating! Thank you for helping me create this word wall, I know your
class will appreciate all of your hard work!”
1.8 Assessment: throughout the whole lesson I am going to be observing whether or not
the student is involved, if he is answering questions, and how well he understood the
prompts given. I will be assessing him on the sentences at the end of the activity. Due to
the fact those sentences applied to what he had trouble with, I will see if the student

3. properly used the word in a sentence. This also shows me that the student can apply the
math vocabulary words, and not just have a basic understanding.
1.9 Materials/ Equipment
• Pre-made flash cards with definitions and with math vocabulary words
• Bulletin board
• Tape
• Scissors
• Crayons
• Math vocabulary content words for word wall (attached)
• Lined paper
2.0 Reflection on Planning: I thought doing a math word wall would be really beneficial
for the student because math vocabulary seemed to be his weakest point. If the student
did not have the math vocabulary to discuss concepts and skills, he cannot make progress
in understanding these areas of mathematical knowledge. The word wall would provide a
reference as well as a visual for the student to trigger his memory of the word. However,
this lesson would not work for all students; depending on how willing they are to
cooperate would really impact how well this lesson would work. Next time I could try to
use technology in the anticipatory set because that may be more interesting for the
student. Also I found the vocabulary very broad and in a real setting I would be teaching
chapters, or content words, instead of overall math vocabulary.