Curriculum Map Modifications
Grade Level or Course: Fourth Grade – MATH
Month: September
Content Modifications:
1.
Place Value:
·
Size- identify when to add, subtract, multiply and
divide (limit to 4 functions).
·
Difficulty – at least 3 place values.
·
Input – orally or with manipulatives.
·
Support – peer tutors, small group instruction parent
volunteers.
·
Time – instruction in 15-20 min. intervals.
·
Participation – real life application.
·
Alternate goals – match function with vocabulary.
·
Substitute curriculum – teacher made manipulatives and
worksheets.
·
Output – answer orally and with manipulatives.
2.
Addition and Subtraction:
·
Test read to them for word problems.
·
Must be their readability level.
·
Provide completed samples if needed for cues.
·
Use manipulatives with items numbered.
3.
Ordering and Comparing
Numbers:
·
Use manipulatives or picture amounts
·
Provide questions or activities which are within
counting range or ability.
·
Respond orally.
4.
Problem Solving:
·
Read text to student.
·
Circle key words to identify strategies needed: “all
together”, “and”, = (+) addition, “left over”, and “more than”, = (-)
subtraction.
·
Restate directions orally.
·
Respond orally.
5.
Graph Chart Reading:
·
Have the student transpose information on graph paper
with color pencils, markers, etc.
·
Read text orally.
·
Use manipulatives to represent digits on graphs such as
cuisenaire rods, unifix cubes, etc.
6.
Perimeter:
·
Use a variety of sizes (oversized) objects to measure
such as shoes boxes, cereal boxes etc.
·
Use a calculator to key in measurements.
7.
Rounding:
· Front-end estimation may be used instead of to the nearest 5, 10, or 100.
· Provide number houses and number card manipulatives.
· Relate facts to dollars. Dimes, and pennies.
· Adapt level of difficulty
· Adapt way student may respond.
Curriculum Map Modifications
Grade Level or Course: Fourth Grade – MATH
Month: October
Skills Modifications:
1.
Determines the rule and
identifies missing numbers in a sequence of numbers:
·
Student will draw and describe 3 patterns, numbers or
shapes or letters.
2.
Determines the rule and
identifies missing numbers in a table of numbers:
·
Student verbally identifies and describes patterns of
numbers, may use shapes and/or letters too.
3.
Uses appropriate strategies
to solve a variety of problems:
·
Student may work with concrete objects/manipulatives.
4.
Uses problem solving
strategies in real life situations:
·
Student may work within pairs or with partners… May
decrease volume of work i.e. every other problem.
5.
Justifies why or why not a
given solution is correct:
·
Use manipulatives, moveable objects that can “role
play” correct solution by physical demonstration.
6.
Knows multiplication facts
through 12 X 12:
·
May work with manipulatives such as flash cards and
assign half of facts which omits “family” facts for example, if student learns
2x4, then 4x2 may be omitted.
7.
Computes multiplication
problems up to a two digit multiplier and four-digit multiplier (ex. 56 x
2354):
·
Color code place value of each number i.e.: 2345 (in
brown ink)
X 56 ( the five in red ink and the six in black ink)
And provide corresponding boxes for beginning and ending of answer boxes.
8.
Knows division facts through
12:
·
Repeat process from number 6 only now use ½ of division
facts.
9.
Computes division problems
such ad divisor:
·
Repeat strategy from # 7 and provide color coded
numbers and answer boxes.
10.
Adds decimals expressed as
tenths or hundredths either horizontally or vertically:
·
Relate to coins of 10 cents, 1 cent, and $1.00 bills to
help count points away from deciaml point. 1.10 + 1.10 = $ 1.10
1.10
11.
Symbolize a keying sequence
on a calculator with arithmetic logic to execute the computation of an
arithmetic phrase and predict the display as each key is pressed:
·
Use peer buddies as appropriate.
12.
Measure and determine
perimeters and areas of simple straight line figures and regions without using
formulas:
·
Before smaller book sized objects are introduced use 30
objects to begin with that are large and then go to large 2-D objects on chalk
board or floor.
13.
Make change using coins and
bills:
·
Use real life application and real money. Role-play demonstrations.
14.
Use mental, paper and pencil
and physical strategies to determine time elapsed:
·
Provide clock faces and apply concepts to TV show
times.
15.
Applies the concept of place
value in making estimates in addition:
·
Use color to show specific values, ones, tens,
hundreds.
16.
Rounds numbers to the
nearest ten, hundreds, thousands, and millions:
·
Use color to show specific values, ones, tens,
hundreds.
17.
Uses multiples of ten to
estimate sums, differences and products:
·
Use color to show specific values, ones, tens,
hundreds.
Curriculum Map Modifications
Grade Level or Course: Fourth Grade – MATH
Month: November
Skills Modifications:
1.
Sorts objects on multiple
attributes like size, shape, shading:
·
Use manipulatives and read directions to student.
2.
Determines the rule and
identifies missing numbers in a sequence or in a table of numbers:
·
Orally respond/recite rules and provide numbers.
3.
Uses appropriate strategies
to solve a variety of problems:
·
May respond in a variety of ways: may set up as written
problem, may arrange manipulatives according to correct sequence etc…
4.
Uses problem solving
strategies in real life situations:
·
Role-plays out proper steps and sequences or
uses/arranges manipulatives.
5.
Justifies why or shy not a
given solution is correct:
·
Use 3D objects.
Allow the student to respond orally rather than with written number
problems.
6.
Knows multiplication and
division facts through 12:
·
May work with manipulatives such as flash cards and
assign half of facts which omits “family” facts for example, if student learns
2x4, then 4x2 may be omitted.
·
Repeat process from above, only now use ½ of division
facts.
7.
Computes multiplication
problems up to a two digit multiplier and a four digit multiplicand (ex. 56 x
2345):
·
Use color codes for place value and answers.
·
Shorten assignments.
·
Provide extra support or personal assistance.
8.
Recognizes the use of
variables:
·
Adapt how student may respond.
·
Provide extra time.
9.
Uses variables in problem
solving:
·
Alternate goals.
·
Provide substitute curriculum.
10.
Models a problem situation
using a number phrase, sentence and/or letter:
·
Adapt how student may respond.
·
Reduce the items per lesson.
11.
Understands the use of
letters and symbols:
·
Provide manipulatives.
·
Adapt goals or outcomes.
12.
Determines the perimeters
and areas of simple straight lilne figures and regions without using formulas:
·
Provide one-on-one support.
13.
Applies the concept of place
value in making estimates in addition and subtraction using front-end digits:
·
Allow extra time.
·
Reduce level of difficulty.
14.
Rounds numbers to the
nearest ten, hundreds, thousands, and millions:
·
Use visual aids.
·
Reduce items per lesson.
15.
Uses multiples of ten to
estimate sums, differences, and products:
·
Provide one-on-one support.
·
Provide alternate goals.
16.
Makes or uses a table to
record and sort information in a problem solving setting:
·
Provide substitute curriculum.
·
Adapt how student may respond.
17.
Makes identifications,
comparisons, and predictions from tables, graphs, and picture maps:
·
Adapt how student may respond.
Curriculum Map Modifications
Grade Level or Course: Fourth Grade – MATH
Month: December
Skills Modifications:
1. Determines the rule and identifies missing numbers in a sequence and/or in a table of numbers:
·
Adapt number of response items.
2.
Uses appropriate strategies
to solve a variety of problems:
·
Adapt how student can respond to the question.
3.
Uses problem solving
strategies in real life situations:
·
Provide personal assistance or other support.
4.
Justifies shy or shy not a
given solution is correct:
·
Adapt the skill level or problem presented to the
student’s level.
5.
Knows multiplication and
division facts through 12:
·
Use color-coded place value markers.
·
Adapt how student can respond.
6.
Computes two digit by four
digit multiplication and division problems:
·
Use color-coded place value markers.
·
Adapt how student can respond.
7.
Use and understand inverse
relationships between addition and subtraction, multiplication and division:
·
Provide manipulatives or other type of instructional
aids.
8.
Uses mental, paper-pencil,
and physical strategies to determine time elapsed:
·
Adapt goals or outcomes.
·
Adapt how student may respond.
9.
Rounds numbers to the
nearest ten, hundreds, thousands, and mullions:
·
Provide different instruction and materials.
10.
Uses multiples of ten to
estimate sums, differences, and products:
·
Adapt number of response items.
·
Provide variety of support or personal assistance.
Curriculum Map Modifications
Grade Level or Course: Fourth Grade – MATH
Month: January
Skills Modifications:
1. Determines the rule and identifies missing numbers in a sequence and or in a table of numbers:
·
Provide alternate responses and manipulatives.
2.
Uses appropriate strategies
to solve a variety of problems:
·
Increase amount of personal support to respond.
·
Adapt number of responses.
3.
Uses problem solving
strategies in real life situations:
·
Role-play.
·
Allow extra time to respond.
4.
Justifies why or why not a
given solution is correct:
·
Allow extra time to respond.
·
Adapt outcomes and goals for specific learners.
5.
Knows definition of
fractions and fractional parts:
·
Provide manipulatives.
·
Adapt skill level or problem type.
6.
Identifies like fractions
and fractional parts:
·
Provide for alternate response.
·
Adapt outcome using same material.
7.
Add and subtracts like
fractions with illustrations and symbols:
·
Provide extra time to respond.