individual.html

When implementing this teaching method the student greatly benefited from the individual instruction and support. This student was getting extremely frustrated with the new math skills they were learning in the classroom. He does not actually have math goals on his IEP but the individual instruction of these skills was what he needed to be successful. When the skills were being taught to him, picture cues were used. This strategy was extremely beneficial because it allowed him to use pictures to represent the steps to solving the problems. With the individual instruction style the teaching and strategies can be tailored to the student and how the student learns best.

In this lesson there were many things that were conducive to his learning style and the learning goals were accomplished. One thing that this type of instruction lacks is the peer interaction that a student gets in the regular classroom or when working in groups.

When planning for this type of instruction many factors needed to be considered. One thing to consider was the skills that the student already had mastered so that the new instruction could be built on those skills. Another thing to consider were the skills the student was going to learn and activities to help that student reach those learning goals. The last thing to consider was the environment in which the student was receiving the instruction. The student came to the resource room while there was another group of students working in the room. Even though this could be predicted to be a distraction, the student ignored the other students and it was not a problem.

This type of instruction is beneficial to use when a child needs extra support for a specific skill and they do not understand the skill in the regular classroom. This type of instruction can also be beneficial if the regular classroom is too stressful or if there is too great of a skill deficit for the student to follow along in the regular classroom.

Individual Instruction Lesson Plan

Divide a three digit number by a one digit divisor
Decide where to place the first digit in the quotient

By the end of fourth grade, students will estimate, add, subtract, multiply, and divide whole numbers without and with calculators and solve word problems.

This student does not have any specific math goals on their IEP but division was a difficult unit and it was felt that his needs could best be met in the resource room. He enjoys working on the computer and it was beneficial for him to be able to see the problems solved.

Division
Divisor
Quotient
Multiply
Subtract
Bring down

The student will be able to identify the parts of a division problem.
The student will be able to solve division problems with and without remainders.

The student will be able to identify the divisor, dividend and quotient when given division problems.
The student will be able to solve three digit by one digit division problems correctly in 4 out of 5 opportunities.
The student will be able to identify remainders in division problems.

Pencil
Division worksheet
Marker board and marker
Computer

• Draw a division problem on the board and label the different parts in different colors and have the student copy this on their own paper.

• Write a sample problem on the board and walk through each step, giving a picture cue for each step. The student will copy the work as the problem is solved.

Divide
Multiply
Subtract
Bring Down

• Slowly go through the sample problem thinking out loud through each of these steps. Give the student a visual representation of what division looks likes.

• Continue working through problems with the student, thinking aloud on each problem to reiterate the steps and the process.

• After the student has completed five problems, have them review multiplication facts on the computer.

• In order to give the student additional review and change the activity, have the student practice multiplication facts and basic division facts on the math shark handheld game.

Teacher observation during instruction
Collection of student's math folder

Write out the picture cues on the worksheet or at the top of the paper.
Give the student less problems before computer time.
Walk through each problem with the student, solving the problem on the board so they can see an example.
Work on two digit by one digit division problems longer until the student gets fluent at those, then move into three digit by one digit division problems.