Hi and welcome to another episode of PATINS TV. I am your new host Jena Fahlbush. As today
is the third Tuesday of the month I bring you Equals Mathmatics a K-12 standard space
curriculum by AbleNet, Incorporated which is our Featured Solution for January. To get
started Karen Ross-Brown is going to tell you a little bit about the development of
Equals Math. I am here to talk to you about Equals Mathmatics
Curriculum, a curriculum that was specifically designed for students with mild, moderate
and sever profound disabilities. If we are going to teach math to students with disabilities
it makes sense to provide instruction that is meaningful and complete. That allows us
to raise expectations of our students and supports their unique needs. Of course we
want math lessons to be motivating, interesting and engaging; and ultimately teach students
how to think about math and solving problems. We want to focus on teaching math skills in
context which is what a true curriculum does. In every lesson you will see the lesson objective
is demonstrated to the students in a concrete way with hands-on manipulatives, in a semi-concrete
way such as with picture symbols representing those concrete items and in an abstract way
with numbers and symbols that you typically see in math.
Now let’s see Equals Math at work in the classroom.
[music] Count nine.
One. Two. Three. Four. Keep going.
Six. Four.
Five. Keep going. Six. Seven. Eight. Nine. Good job. Nine butterflies. Give me five.
Alright. One. Two. Three. Four. Five. Six. Seven. Eight. Nine. Good job Nate. Alright
guys good job. Now we are going to do it on our? Chart. Number line. Number line. Okay.
Watch me first. We are counting to? Nine. Nine. Ready? Do we count this one? Yes. Zero?
No. Ready? Zero means? Stop. Nothing. Nothing. Alright. One. Two. Three. Four. Five. Six.
Seven. Eight. Nine. Stop. Alright, good job guys. We counted to? Nine. Nine. Alright.
Nice. [music]
Today our friend Marnie is very, very hungry. Did you guys have snack already? No. Did you
have snack this morning? No. No, so you are hungry too. Are you hungry? Well when you
are really hungry do you want a little bit of food or do you want a lot of food? A lot
of food, right. More (student answers with device). You want more? Very good. Alright,
well today it is snack time and Marnie’s teacher brought in French fries. Who likes
French fries? Me. Me. I love French fries. Do you like French fries Brandon? You like
French fries too? Alright. Well Marnie is very hungry so her teacher is going to give
her two different plates with food on it. We have to help Marnie so that Marnie gets
the plate with more. More. Alright. Do you want start for Marnie? Alright. So Marnie has
two plates. If you are going to give your friend Marnie some French fries which one
is the plate with more? Very good. Nice job. Let’s count those French fries. Okay. One,
two (student answers with device). Good job. One. Johnathon are you ready? Two. Two, alright.
Very good. This is number two and you have how many fries? One. Two. Very good. So how
many do we have? We have two. Very good. Number two, great job.
[music] We are working on numbers five and…six…six.
You are right. Five and six. And we are going to do something like this. We are going to
do things with numbers five and six. What number is that one? Five. What number is that
one? Six. Good. What do you see? Six. And what do you see? Five. Five like five fingers.
Show me your five fingers? Show me your five fingers? Show me your five fingers Sarah.
Good. What number is that? Five. Five. And what number is that? Five. Try again. Six.
Six, good job. Five and six. We are going to look at our ocean poster and we are going
to show and tell some things we see in our ocean poster, things that are in numbers five
and six. Do you see…how big is this set? What is the amount of that set? Why don’t
you count it up for me. One, two, three, four, five, six. Oh is that is a set of five or
six? Yes. Which is it? What set is it? Five and six. What set is this? It is a set of?
Six. It is a set of six. Let’s see if our friend Brandon can show and tell us a set
of five or six. What about this set up here? What are those Brandon? Those are dolphins.
Those are dolphins. Can you count that set? One, two, three, four, five, six. Let’s
try it together. I lost count. One, two, three, four, five. Five what? I see five? Dolphins.
Dolphins. Let’s right that on our number notes. Brandon’s turn. Brandon do you see
a way we can show or write five. The five ten frame. That was a good one. Five ten frame
is a way we can do five. Here we go five dolphins. Let’s look it says I see six seashells and
here is the number six in dice patterns, right Sarah? I see five dolphins. Here is the number
five on a ten frame. Oh. Oh, okay you got it? Let’s see where is the number five?
Five. Five. Good job. We are going to add the number five right here. Good job. Let’s
read our number notes poster for the day. You ready? It says I see six seashells and
look we did the number six. One, two, three, four, five, six. I see five dolphins. Number
five like give me five. Right? Show me give me five? There you go. We had the five ten
frame and Sarah showed us five fish on the poster. Let’s count them for Sarah. One,
two, three, four, five and we wrote the words five fish. Good job. Okay. Okay, good job.
Okay. You did it. [music]
What is this? Drew is a girl and Drew she wants to use the mathline, but the mathline
is mixed up with all kinds of other math tools and so Drew needs our help to find the mathline.
Is this the mathline? Actually, no. Exactly Ahmad you didn’t even get a chance to check
it out. Check it out Ahmad is that the mathline? Nope that is not the mathline. You are right.
Is this the mathline? Let’s see. A mathline we were able to count. One. Two. Three. So
this is the mathline. [music]
She will not be able to find the mathline unless we help her again. Here is the mathline. Guess
what happened? It got buried. I need help finding the mathline. First you need to look
then touch. What is that? You found the mathline. One. Two. Three. Good job. Thank you. Okay.
Good looking. Find that mathline. Get it out of there. I am so used to saying I am a special
educator I put together my own curriculum. It is so nice to have a curriculum that is
intact. That is an exciting part to the Equals Math Program. Another exciting part is it
is equal access for all of my students no matter what skill level they are starting
with. I know that they are going to be gaining in their skills and sure it might come out
in other ways. It might come out more in their social skills or their attending skills, their
communication skills, but it is all tied to math. It is an equal access with their general
education peers and that we are all learning math together. [music]
For more information on Equals Math visit
our website www.patinsproject.com and click on Featured Solution under the services tab.
Thanks for tuning in. See you next time on PATINS TV.