3. When a student measures a line in whole inches and re- quires support to differentiate between 1” and ½” lines, adapt the ruler by fastening Wikki Stix to each 1” line.
5. To support building a rectangular prism with cubes, a straight edge is used to steady the figure so it remains vertical as the student is stacking the cubes. The straight edge also helps the student keep the cubes straight so it more closely resembles a whole three-dimensional shape.
4. When a student is learning to use an array to multiply and the two-step process needs to be broken down into single steps, simplify the task. For solving 2 x 5 = ___, the student counts the number of columns (5) for each row and fastens them togeth- er into two rows (or asks a partner to help). Student places two rows of five into the corner of the right angle frame (made with AngLegs). Wikki Stix placed on each line of the ruler extends the length and provides a tactile line.
6. The Step-by-Step communicator is a sequential message device for recording, for example, numerals 1-10 for counting objects. It can also be used as a single message device for stu- dents to choose an answer from a display as the teacher points to each choice. Record “That’s the one I want” or a similar phrase for the student to activate when the teacher points to the de- sired choice. The ruler is placed vertically to act like a barrier, holding the rectangular prism in place.
Single or multiple messages can be recorded on the Step-by- Step communicator.
A three-dimensional array is easier to create and move.
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