Based on the below scenario, how would you describe a specialized instructional strategy for mathematics that Mrs. Patel should use with Lucas during the implementation of a 4th grade lesson plan on Math? Scenario Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). Mrs. Patel has a student in her classroom who has IEP goals. Below is more information on the student: Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”
Based on the below scenario, how would you describe a specialized instructional strategy for mathematics that Mrs. Patel should use with Lucas during the implementation of a 4th grade lesson plan on Math?
Scenario
Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems).
Mrs. Patel has a student in her classroom who has IEP goals. Below is more information on the student:
Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”
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