EQUALS MATH ACTION DICTIONARY - SAMPLE ADAPTATIONS These sample adaptations are provided to illustrate the types of ideas that can be considered for students with significant dis- abilities to increase their independence in using math tools and materials as they learn about cause and effect and solving prob- lems. The Equals Action Dictionary is provided in its entirety as part of the Equals math curriculum from AbleNet, Inc. 1. Students begin to learn about addition when they join sets and see what happens. To help a student complete that task when a student need support in handling manipulatives, anchor one set on a surface with sticky tac, Velcro or tape. The student then sweeps a second amount to join sets with a large craft stick, ruler, or hand.
happened, e.g. Did stacking the butterflies make a standing tower? What happened? Repeat with the remaining choices and vote on the one that worked best. This type of activity increas- es opportunities to observe and/or experience cause and effect with different materials, resulting in a simple discussion about what works well and what does not. 6. Support students’ collaboration and risk-taking by ac- cepting each answer to questions, then check and discuss. Whether asking a question during a lesson or when expanding cause and effect, students should be given the opportunity to make a choice and follow through with it. Not only do they ex- perience the cause and effect of their choice, it opens up stu- dents’ thought processes to try new things and make comments without fear of judgment. It’s wise in these instances to sidestep the idea of right and wrong answers, and instead vote for the most likely solution that will solve the problem. Decide as a group which choice works best or whether or not the problem is solved accurately. There are many benefits for students with significant disabili- ties when solving problems with a focus on cause and effect us- ing concrete materials. Opportunities for language use increase in a small group when students have a way to talk about what is happening in the moment during math class. Students expand their language when they use and understand math vocabulary, tool names and action names. Research has shown that com- municating about a math concept increases achievement. Ad- ditionally, making choices is a staple of language access for any purpose. We all make choices when we speak, whether it occurs using a verbal voice or a communication system. Also, working and communicating in an interactive, collaborative group as a valued member satisfies the need for belonging within a sup- portive atmosphere. Viewing and engaging in cause and effect activities is a prac- tical and concrete way to see how the world works. Use of the tools in making choices bring students into the here and now to directly connect with the task at hand. Becoming familiar with the function of math tools is useful, making it more likely the appropriate tool for a specific problem will be chosen now and in the future. Students can experience and begin to understand the pow- er of making a choice, completing an action, and observing the outcome, especially when adaptations are made for the stu- dent to act with more independence. There is value in setting up students for success by offering ways for them to observe and engage in thinking about cause and effect, using concrete objects, seeing how it all plays out right in front of them and talking about it, which brings together cognition, motor skills and language in a learning environment. This kind of learning puts students with significant disabilities on track for reaching their potential, whatever that might be.
Student adds two sets with a tool.
2. For students who need support holding a pencil to draw points and lines in creating a line graph, use circle counters and AngLegs or Wikki Stix. The student places circle counters on or near the correct line and connect the circles with Wikki Stix or AngLegs as pictured here.
Student placed larger circle counters and Ang-Legs to create a graph.
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