Resource Guide for IEP for Ninth Grade Math

1 Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Summer 2005. Purpose and Process The Individuals with Disabilities Education Act and No Child Left Behind mandates that schools provide access to the general education curriculum for all students receiving special education services. In recognizing the challenge of providing opportunities for students with disabilities to access general education curriculum, it is the desire of the Arkansas Department of Education to assist educators with this process. The goal is to assist school personnel who serve children with disabilities in conceptualizing, planning, and implementing activities that are aligned to the Arkansas Curriculum Framework. The following document contains ideas for linking activities to the same mathematics framework used for the general education curriculum. When selecting appropriate activities, decisions must be based on individual student needs and abilities.

2 Collaboration with math personnel will provide assistance in linking math curriculum with the state framework. The Arkansas Alternate Portfolio Assessment must have alignment to the Arkansas Curriculum Framework. The Ninth Grade Math Portfolio Assessment for Students with Disabilities must align with the same content standards used by other Ninth Grade students, which are Algebra I and Geometry. Mathematics Curriculum Framework Algebra Content Standards Language of Algebra Solving Equations and Inequalities Linear Functions Non-linear Functions Data Interpretation and Probability Geometry Content Standards Language of Geometry Triangles Measurement Relationships between two- and three- dimensions Coordinate Geometry and Transformations 1. Purpose and Process Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics In June 2005, the Arkansas Department of Education convened a task force of general education mathematics teachers, teachers of students with disabilities and administrators to collaborate and develop the following Resource Guide to be used to help with the process of developing the 9th Grade portfolio assessment for students with disabilities not accessing Algebra I or Geometry or any equivalent course.

3 This publication includes selected student learning expectations from the Algebra I and Geometry Arkansas Mathematics Curriculum Framework. It also uses a matrix visual organizer to provide several sample activities that demonstrate alignment from least complex activities to more complex activities. Teachers on the committee discussed the specific student learning expectation to determine the basic learning needed to find the essence of the learning. Using the essence of the student learning expectation, different levels of complexity of the learning were written for students to have access to the same content standards. Although this publication is not intended for generating specific test item activities for the Arkansas Alternate Portfolio System for Students with Disabilities, its purpose is to provide educators in Arkansas with a process for determining alignment between models of education that have been to some extent separate. Using the activities as idea starters, the educators can then individualize and develop specific activities that align with the education program, demonstrate performance of skills, and document educational opportunities.

4 The members of the committee do not intend this publication to be used as a checklist, a menu of alternate assessment test activities or items , or as IEP goals and objectives. COMMITTEE MEMBERS. Algebra and Geometry Educators Special Educators Angelia Carlton, Biggers/Corning School District Connie Short, El Dorado School District Eric Holloway, Stuttgart School District Dana Daniel, Beebe School District Fran McDonald, Armorel School District Denise Nesbitt, Little Rock School District Gary Punchard, Wickes School District Gladys Young, Warren School District Gerrie Appleberry, Dumas School District Jackie Kelley, Hope School District Kristin Matthews, Sloan Hendrix School District Janie Noisewater, Mountainburg School District Rose Ehrhardt, Jackson County School District Kaci Crews, Springdale School District Terry Johnson, Eudora School District Kathryn Hunt, Clinton School District Will Riley, Rogers School District Lela Marsolf, Mountainview School District Martin Estes, LEA Supervisor of Cave City School District Rhonda Cochran, LEA Supervisor of Benton School District Sarah McConney, Helena-West Helena School District Wendy Ruggeri, White Hall School District 2.

5 Purpose and Process Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Algebra I Section Strand Content Standard Language of Algebra 1. Students will develop the language of algebra including specialized vocabulary, symbols, and operations. Solving Equations and Inequalities 2. Students will write, with and without appropriate technology, equivalent forms of equations, inequalities and systems of equations and solve with fluency. Linear Functions 3. Students will analyze functions by investigating rates of change, intercepts, and zeros. Non-linear Functions 4. Students will compare the properties in the family of functions. Data Interpretation and Probability 5. Students will compare various methods of reporting data to make inferences or predictions. 3. Algebra I; Algebra I Content Standards Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Language of Algebra Content Standard 1: Students will develop the language of algebra including specialized vocabulary, symbols, and operations.

6 Student Learning Expectation Essence of Student Less Complex More Complex Learning Expectation Evaluate algebraic Combine Follow a sequence of Evaluate simple Evaluate simple Evaluate simple expressions, including radicals, by things to get tasks or directions algebraic expressions algebraic expressions algebraic expressions applying the order of operations a desired using one type of using one type of involving two or more result Examples: operation operation operations The teacher follow steps in a (add, subtract, sets up a recipe, schedules, multiply, divide) Examples: Examples: situation or using a vending perimeter, length of a fence to problem to machine, laundry Examples: circumference, area, surround a pool, show that skills, hand washing, adding a grocery list, distance, gross pay, amount of carpet using a etc. making change, price per pound needed for a room, different purchasing a multiple pay in a pay period, order of item, creating a renting a car, hiring a operations budget plumber may give a different result Translate word phrases Take real Recognize that some Recognize that things Use words to express Write a real world and sentences into expressions, world things don't change can change the problem using real problem using equations, and inequalities, and problems and world situations symbols vice versa state them in Examples: Examples: a 24 hours in a day, 12 schedules, food Examples: Examples: mathematical inches in a foot, 4 choices, weather, 3 pair of jeans at 3 20= C.

7 Problem quarters in a dollar, a prices) $ each = total = multiply cup of flour, student cost 4x = 120. name, birthday, days You bought 4 pair of of the week, month of jeans for $ the year, etc. How much is one pair? 4. Algebra I: Language of Algebra Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Language of Algebra Content Standard 1: Students will develop the language of algebra including specialized vocabulary, symbols, and operations. Student Learning Expectation Essence of Student Less Complex More Complex Learning Expectation Solve problems involving Recognize Demonstrate an Compare powers of 10 Recognize scientific Convert between scientific notation the understanding of using manipulative notation numbers scientific notation and magnitude of powers of ten using (10s versus 100s)E standard form using numbers. manipulatives Examples: technology. Examples: (1x103 = 1000). Examples: base ten blocks, ( = 230). sets of pencils, base money, aluminum ten blocks, collate cans papers, stacking money 5.

8 Algebra I: Language of Algebra Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Solving Equations and Content Standard 2: Inequalities Students will write, with and without appropriate technology, equivalent forms of equations, inequalities and systems of equations and solve with fluency. Student Learning Expectation Essence of Student Less Complex More Complex Learning Expectation Solve multi-step Find the Recognize that you Solve equations using Identify parts of the Solve equations equations and inequalities with value of the need more of manipulatives and equation rational coefficients variable. something to complete guess and check Examples numerically (from a table Solve the a task (substitution) Identify integers (X + 2= 14). or guess and check) problem. algebraically (including the Examples: Use pictures to solve Identify the steps (X/2 -4= 10). use of manipulatives) Decide how many equations needed to solve the graphically more napkins needed (draw pictures of the equation technologically to set a table for six, manipulatives).

9 How much detergent needed, doubling or halving a recipe, how much more money needed Guess and check (substitution). Solve real world Solve real Compare two items Write or show a ratio Reduce fractions to Solve problems using problems that involve a world or percent using find ratios rates, proportions, and combination of rates, proportions problems Examples: manipulatives Find a percent given a percents and percents involving forks to spoons, fraction or decimal comparisons washcloths to towels, Examples: Examples: of two things boys to girls, big to Using counters, Examples: miles per gallon, miles and little, etc. candies, etc., three Express 20% off an per hour, calories per proportional blue to two red, 3:2, . item as a decimal and/ serving, part to whole- reasoning 3 out of 4 is 75%) or a fraction [percent], finding skills discounts, sales tax 6. Algebra I: Solving Equations and Inequalities Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Solving Equations and Content Standard 2: Inequalities Students will write, with and without appropriate technology, equivalent forms of equations, inequalities and systems of equations and solve with fluency.

10 Student Learning Expectation Essence of Student Less Complex More Complex Learning Expectation Use coordinate Find Locate items. Find the distance from Count the distance Locate longitude and geometry to represent and/or solve locations and one place to another from place to place latitude problems (midpoint, length of a line distances Examples: using customary or using a grid and/or Compute the distance segment, and Pythagorean between Finding items in the non-customary units. map from place to place Theorem) locations classroom/campus, Find midpoint using using a grid and/or following directions physical objects Examples: map using ordered This could be done pairs Student follows oral Examples: through the use of a and/or visual directions folding washcloths to number line, tile floor, Examples: with prompts (3 right, 2 find the midpoint, graph paper, etc. (x,y)- ordered pair up) counting steps from (3,2). classroom to bathroom, etc. Communicate real world Use graphs, Recognize that a Represent a simple Construct a chart or Interpret the problem problems graphically, algebraically, charts, request generates a problem in various table from a problem to write, to chart, and numerically and verbally numbers, and result forms to graph life skill words to Examples: activities express Examples: Examples: making an entry and equations choice boards: job Adding or subtracting calculating a balance Examples: chart, kitchen chart, on a number line, in a checkbook, create Student works 15.