Mathematics Enhanced Scope and Sequence – Grade 2
2nd grade class that is co-taught.
There are 21 students
3 students with IEPs- learning disability, intellectual disability, and emotional behavioral disorder.
The general teacher is with the students all the time.
The special ed teacher works with the students in station teaching. The children are accommodate depending on the material and draws less negative attention.
Both general and special education teach together. Alternating from different teaching styles to accommodate to the students.
Students with IEPS
Alex is a student with learning disability. He requires materials different from the rest of the classroom. He is learning about symmetry. However, he needs additional materials that will improve his skills and outcomes while maintaining the normal classroom trend.
Alex will need resources that show him different shapes from previous levels. The teachers will need to assist him in completing the classroom assignments and activities together with the rest of the kids. He will also work with shapes that only have 1 or 2 lines of symmetry.
Peter is a student at the classroom with intellectual disability. His IQ is 60 according to a recent test conducted. Peter needs individualized assistance from peers and the teachers to improve his learning abilities.
As an intervention, Peter will be paired with two other learners from his classroom who receive guidance from the special education teacher to assist him in the assignments and the other activities. Pairing Peter with other peers will allow discussions and improve his learning outcomes.
Sarah is a student with EBD. She has an IQ around 90 but she is a slow learner. She can have aggressive behavior at times and throw manipulatives around. Other times she experiences withdraw behavior. Sarah works will with assistive technology.
Thus, Sarah is given an Ipad or laptop and will work on apps/jamboard to draw the symmetry lines on figures.
LEARN co-teaching
Name: Grade: 2 Date & Time: Friday, 11/19/2021
Subject/Lesson:
SOL/POS: 2.12 The student will
a) draw a line of symmetry in a figure;
Objective: The student will be able to draw a line of symmetry in a figure like a shape.
Link
Students Student will: Rally Robin (Cooperative learning) where they will be asked what shapes are, they see in everyday life. They will make a list and work in pairs. Next, they will learn about what it means to have symmetry.
GE Role:
1.Will pose the question and then hand it off to the SE teacher.
3. Split the class into pairs and ask them to make a list. (walk around and provide aid when needed)
5. Ask a student to volunteer to share a couple of shapes on their list.
7. Together with the SE teacher are creating a list of shapes on the board in front of the class.
SE Role:
2. Give some examples of her favorite shapes. Then she will ask the question again.
4. Bring them back and have a class discussion.
6. Ask another student to do the same.
x
Trading Places
Station Teaching
Skills Grouping
Parallel Teaching
Speak & Add
Content/Process
One Teach, One Assist
Trouble Shooting
Accommodations: Pre-determine pairing for Peter and Alex who work with the support of the SE teacher. Sarah can also have a predetermined partner, someone she trusts, and has better communication with.
Engage and Educate
Students will: Fan’ n Pick (cooperative learning) where they will be given cards that are laminated and will be able to draw the line of symmetry with an expo marker.
GE Role:
Show video link which will introduce the students to symmetry. (Visual)
Show symmetry by having a figure cut up and folding it.
Show a song (link) to help them remember what symmetry is. (Auditory)
Walk around the room and assist students in the groups.
SE Role:
Explain what symmetry is and how it is a mirror image. Give examples and tell them how they are equal parts.
On the Smartboard/Jamboard, using a t-chart will organize shapes depending on how many lines of symmetry they have. Look at the shapes listed from the beginning of the class. (Graphic organizer)
Have them work in groups of 4 and give them a deck of cards.
Walk around the room and assist students in groups.
Trading Places
Station Teaching
Skills Grouping
Parallel Teaching
Speak & Add
Content/Process
x
Show & Tell
Trouble Shooting
Accommodations: Sarah will have the option to watch the videos with the class or on her own using her ipad. One of the teachers will also work with the group that Alex is in. The other will go around but also keep a close eye on Sarah and Peter. The groups will also be pre-determined so Peter can be with his assigned peers that assist him.
Active Learning
Students will: Inside Outside Circle (Cooperative learning) in which students will mirror each other’s motions. They can also do dance moves that the other has to match. (Kinesthetic)
GE Role:
Explain the idea behind matching each others motion. Symmetry is having equal parts on both sides like a mirror-image. Thus, by matching each others motion they have the basic idea behind symmetry.
Walk around the room and provide assistance. Make sure they are following directions.
SE Role:
Will ask half of the class to stand in a big circle on the outside. Next, ask the other half make a smaller circle in the middle of the classroom. Each student has to face another student and have enough space in between to move around. After a minute or so, students will change roles and the one that was copying the motion will be the one doing the motion.
Have a timer on the SMARTBoard and play music on low volume.
Trading Places
Station Teaching
Skills Grouping
Parallel Teaching
Speak & Add
x
Content/Process
Teaming
Trouble Shooting
Accommodations: Monitor and have Sarah close to the SE teacher. Pre-determine some motions that Peter and Alex can do. Overall, just monitor them and provide aid if they need it.
Reflect
Students will: be allowed the to recap what they have learned so far by having them draw three shapes with symmetrical features. (tactile)
Quiz Quiz Trade: Each student is required to draw at least 3 shapes or objects and then have another student draw the line of symmetry. Have the student write their name on top that draws the figures and then at the bottom have the student who draws the line of symmetry write their name. (Assessment)
GE Role:
Will ask the students how they feel on the topic.
Comment on the examples they have made and their behavior during the class.
Will also walk around and provide help.
SE Role:
Will lead a class discussion and ask the students what they learned.
Will help students while circulating the room when they are doing the quiz quiz trade activity, and provide support as needed.
Trading Places
Station Teaching
One Teach, One Observing
Parallel Teaching
x
Speak & Add
Content/Process
Show & Tell
x
Trouble Shooting
Accommodations:
Alex and Peter will complete their quiz quiz trade with one of the teachers and will tell them two symmetrical figures. There will also be stencils of shapes that Sarah can use.
Now & Then
Students will: be asked to think about the criteria we use to identify the symmetry among shapes and objects. Students will be asked to think about shapes they learned previously and try to think if they had symmetry or not.
GE Role:
Lead the recap process by mentioning the learning objectives and expected outcomes.
Talk about the previous shapes they have learned and how symmetry can apply to them.
Facilitate a short discussion about how each group will work on a different type of symmetrical objects next.
SE Role:
Explain where each group will move tomorrow.
Identify the line of symmetry in the shapes they mention.
Trading Places
Station Teaching
Skills Grouping
Parallel Teaching
x
Speak & Add
Content/Process
Teaming
Trouble Shooting
Accommodations: Clarify plans with students needing extra support and provide visual explanations.
It’s about Symmetrical Cube Design
This math lesson plan, adapted from the Virginia Department of Education …..
Link
Engage and Explain
Active Learning
Reflection
Now and Then
Conclusion
Materials
Symmetrical Sort Cards (attached)
One-inch cubes
Symmetrical Design Grid (attached)
Music to play
Crayons
Symmetrical Sort Cards
Copy cards on cardstock, and cut apart on the dotted lines.
Symmetrical Design Grid
Virginia Department of Education © 2011 1