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it will help them to understand what they are looking at. Seeing a picture of a
pie cut into pieces is a possible way to help represent fractions. You can
cover some of the pieces and have the student say what the fraction is.
Since the student is a visual learner, she will benefit from seeing pictures of
the different fractions.
with, the student will be able to process them easier. If the other students
have to place ten fractions on the number line, then have the student with
dyscalculia only place five numbers on the number line. This way she is still
learning about plotting fractions, but has less problems to be overwhelmed
by.
Work with the students one on one so that they can ask questions.
Some students need one-on-one teaching to be able to understand.
Sometimes the classroom environment is too much for a student with
learning disabilities. It might be more beneficial to the student to work oneon-one with the teacher. They have the opportunity to ask more questions
than they would during the lesson. After giving the lesson to the class, you
should sit down with the struggling student and work through all the
problems with them. When they get stuck you can reteach to just them
instead of having to reteach the entire class. To help the student, the teacher
should help the students to place the fractions onto the number line. If the
teacher reads the fractions out loud to the student, then it would help them
to know what each fraction means.
For some students with learning disabilities, learning fractions is too difficult
and they cant understand. For these students it might be easier to have
them place whole numbers on a number line. That way they are still
practicing number order and number lines. It might be beneficial to add
halves to the number line so that they can begin to learn fractions. Using
both whole numbers and halves can help introduce fractions to the students
without being too overwhelming.
answer the questions out loud then maybe she will be able to explain her
answers better. This would benefit her because then you would be able to
actually know what she understands. You could then reteach whatever the
student does not know.
Conclusion
This student with dyscalculia has problems understanding math, therefore
this lesson about putting fractions on a number line needed to be
differentiated. The lesson was adapted so that the student could use models,
work in groups, and answer the questions aloud. As a teacher, you can
change the number of fractions, you can use simplified fractions, and you
can work one-on-one with the student. All of these adaptations will greatly
benefit the student.
fraction
unit fraction
numerator
denominator
equivalent fractions
region
set
whole number
consecutive
10