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					                                                                                        Math K-5
                                                                              Standard Course of Study and
                                                                      Extended Content Standards with Demonstrators



 Subject: Math                Grade Level: K
 Competency Goal 1: The learner will recognize, model, and write whole numbers through 30.

 Objectives:
 1.01 Develop number sense for whole numbers through 30.
      a) Connect model, number word (orally), and number, using a variety of representations. b) Count objects in a set. c) Read and write numerals. d) Compare and order
      sets and numbers. e) Use ordinals (1st-10th). f) Estimate quantities fewer than or equal to 10. g) Recognize equivalence in sets and numbers 1-10.
 1.02 Share equally (divide) between two people; explain.
 1.03 Solve problems and share solutions to problems in small groups.

 Extended Standard: Develop number sense for whole numbers (from the set 0-30). Represent numbers in different forms

                  Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
  Demonstrate ability to rote count                                     Demonstrate recognition of numbers vs. non                           Demonstrate ability to attend to or respond to
  Demonstrate ability to order numerals                                  numbers                                                               objects being counted
  Demonstrate understanding of first and last                           Demonstrate knowledge of first and last                              Demonstrate awareness of the concept of one
                                                                         Demonstrate knowledge of the concept of one

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional level,
does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attentio n, through movements, or through expression?




Department of Public Instruction                                                                    1                                                                                     4/23/2010
Exceptional Children Division
 Grade K, Comp 1                 Symbolic Demonstrators                              Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
  Follow direction in activity to be first in line vs.                      Sort numbers (on cards) vs. pictures (on cards)                         Look at objects while teacher counts
   last in line, first to pick a toy, etc.                                    (number 1 vs. picture of dogs)                                          Pick up objects to place in container while teacher
  Rote counts to 3, to 5, etc.                                              Match numbers (match 1 vs. 2)                                            counts
  Count out classroom materials/objects to specified                        (Take one/give one) – Pass out one cookie to each                       Indicate expectation of more as „one more‟ is
   number (up to 3)                                                           student in class, pass out one book per child, take                      added (shows joint attention to cracker and
  Count aloud in various activities (jump, clap,                             up one pencil per student, etc.                                          teacher to indicate desire for more)
   bounce ball, etc.)                                                        Use 1:1 correspondence to complete                                      Indicate expectation of less as „one less‟ is taken
  Count aloud while pointing to each number (one-                            sorting/matching task – match shape to shape,                            from (shows joint attention to teacher and objects
   to-one correspondence)                                                     shape to silhouette, etc.                                                as teacher takes from, indicates „stop‟ or rejection
  Use first-next-last visual structure to recognize                         Use first-then visual structure (object cues or                          in behavior)
   sequence of tasks (put on socks, put on shoes, tie                         photos) to recognize what to do first                                   When directed to „give me all,‟ student gives all
   shoes)                                                                    Indicate one item when given the verbal direction                        (blocks, manipulatives) one at a time
  Use 1:1 correspondence to match number of                                  to „give me one‟                                                        Put in „all‟ objects to complete a task (all shapes
   objects to numeral cards with „silhouetted‟ counters                      While teacher counts „one,‟ „two,‟ indicate one                          in sorter, all objects in container to top, etc.)
   (numbers 1 and 2)                                                          object and then another                                                 (Take one/give one) – Take one cookie at snack,
  Count number of body parts – two legs, two arms,                                                                                                    one cup of juice, one toy from shelf, etc.
   one mouth, etc. (1 and 2)
  Trace numbers on cards with string, yarn, pasta,
   etc.
  Make circles or dots on paper to represent a
   number of objects

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      2                                                                                      4/23/2010
Exceptional Children Division
 Subject: Math         Grade Level: K
 Competency Goal 2: The learner will explore concepts of measurement.

 Objectives:
  2.01 Compare attributes of two objects using appropriate vocabulary (color, weight, height, width, length, texture).
  2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the week, months of the year, seasons).

     Extended Standard: Identify and compare attributes (including color, weight, height, width, length, texture) Time: understand order of events

                Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate understanding of weather                                 Demonstrate knowledge of various weather                              Demonstrate awareness of various weather
       concepts                                                              conditions.                                                            conditions
      Demonstrate understanding of appropriate                             Demonstrate knowledge of appropriate                                  Demonstrate awareness of physical comfort
       apparel for various weather conditions                                apparel for various weather conditions                                 dependent on weather conditions


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    3                                                                                     4/23/2010
Exceptional Children Division
 Grade K, Comp 2                 Symbolic Demonstrators                              Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Identify color while linking unifix cubes of same                      Sort and link unifix cubes of same color                              Discriminate/ show recognition of specific texture
       color                                                                  Show preference for object based on weight, size,                      (draw in pudding vs. sand, smooth pillow vs.
      Compare length of towers of cubes, chains of                            etc. (chooses the bigger cookie, chooses the                           coarse wool pillow, wool blanket vs. silk cloth,
       colored paper clips – find long                                         lighter book bag, chooses the heavier bag of                           light container vs. heavy container of preferred
      Use balance/scale to identify heavy/light                               treats)                                                                material, etc.)
      Make clay snakes and compare for thickness and                         Use picture schedule to identify today‟s activities                   Look at calendar while teacher points to or
       length                                                                 Add photo to journal to show today‟s activities                        manipulates calendar
      Cut lengths of string to compare length of body                        Use transition objects or symbols to identify                         Give cup (first) to teacher so that teacher pours
       parts, large and small objects, etc.                                    „next‟ activity                                                        juice (then)
      Identify activities that occur in different seasons                    Use object or photo/picture schedule to complete                      Extend arms (first) to have teacher put on coat
       of the year                                                             classroom activities – recognition of order of                         (then)
      Identify at least some days of week                                     events- first, then                                                   Lie down on changing table (first) to get clean
      Identify at least some months of the year                              Indicate recognition of length, weight and height                      diaper (then)
      Use picture calendar to identify „tomorrow‟s‟                           – differences in objects: choose between short                        Press switch (first) to activate toy (then)
       activity                                                                stick of gum and full stick, two containers – one
      Idenify „finished‟ activities from yesterday by                         light and one heavy, different weight containers,
       referring to journal                                                    such as drink, bottles, snack boxes, snack size
                                                                               containers vs. full size

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      4                                                                                      4/23/2010
Exceptional Children Division
 Subject: Math           Grade Level: K
 Competency Goal 3: The learner will explore concepts of geometry.

 Objectives:
 3.01 Identify build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.
 3.02 Compare geometric shapes (identify likenesses and differences).
 3.03 Model and use directional and positional vocabulary.
 3.04 Complete simple spatial visualization tasks and puzzles.

 Extended Standard: Demonstrate knowledge of direction, position or location. Complete simple spatial visualization tasks

                Symbolic Access Points                                            Early Symbolic Access Points                                             Pre-symbolic Access Points
      Demonstrate understanding of directional and                         Demonstrate recognition of shapes                                     Demonstrate awareness of directional words
       positional words                                                     Demonstrate recognition of relationship                                uses in daily routine (looks up for „up‟)
      Demonstrate understanding of relationship                             between shape and template (e.g., insert a                            Demonstrate awareness of different shapes
       between shape and template (e.g., insert a                            shape into a hole or insert a piece in a puzzle)                       and objects
       shape into a hole or insert a piece in a puzzle)                     Demonstrate knowledge of directional words
      Discriminate between shapes (identify
       likenesses and differences)
      Demonstrate understanding and application
       of directional words

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    5                                                                                     4/23/2010
Exceptional Children Division
 Grade K, Comp 3                 Symbolic Demonstrators                              Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Make a shape poster of circles (cut magazine                           Complete simple 2 shape sorter                                        Visually (or auditorally) track object or light
       pictures, choose from shapes precut and on                             Match simple shapes, 2- and 3- dimensional                             up, down, left and right
       table, etc.)                                                            figures                                                               Move body parts in response to single routine
      Given a „feely‟ bag of circle and square                               Place objects or self in position in response to                       directional cue
       shapes, find the circles                                                direction (in/out, bottom/top, up/down)                               Manipulate shapes for put-in tasks (insert in
      Given a set of circles, squares, triangles, and                        Follow directions and models within                                    oversized hole to make object disappear)
       rectangles on the table, find circles or squares                        song/activity (Hokey Pokey) to demonstrate                            Complete simple two-piece take apart
       when directed                                                           directional words                                                      activities
      Identify characteristics of circle/sphere vs.                          Move body parts (ex. eye gaze, head                                   Indicate response to single routine positional
       square/block – round vs. corners                                        movement, etc.) when given positional                                  direction: moves in response to directional
      Complete variety of multi-shape sorters                                 directions ___ up, ___ down, ___side during                            prompts (teacher points to right, student
      Given a set of figures and buildings, respond                           therapy or class activity                                              moves to the right; teacher points up, student
       to directions by placing figures „on‟, „in‟ or                         Follow multiple positional directions                                  looks up/lifts head up)
       „under‟                                                                                                                                       Indicate need to change position: for desired
                                                                                                                                                      item in plain view

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      6                                                                                      4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: K
 Competency Goal 4: The learner will collect, organize and display data.

 Objectives:
 4.01 Collect and organize data as a group activity.
 4.02 Display and describe data with concrete and pictorial graphs as a group activity.

 Extended Standard: Explore collecting and displaying data

                Symbolic Access Points                                             Early Symbolic Access Points                                            Pre-symbolic Access Points
      Collect and display data in a variety of ways                        Show knowledge of data display by                                     Choose picture or objects (help collect data)
                                                                             participation (e. g. students wearing blue                             to put in data display (e.g. object, graph)
                                                                             jeans stand in line)

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    7                                                                                     4/23/2010
Exceptional Children Division
 Grade K, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Put photo of self or name card on display                              Move marker or photo onto data display to                             Grasp object and move to put on graph or
       showing category or attribute (boy/girl,                                note attendance, readiness for lunch,                                  display
       shorts/jeans/skirt, blond/brown hair, ride                              readiness to go outside, etc.                                         Indicate (eye movements, body position, etc.)
       bus/ride car to school, etc.)                                          Follow direction of attribute song or game                             where object goes on display
      Put symbol on display showing preference                                when teacher provides visual cue (i.e., if you                        Choose own photo to use in display
       (limit to 3 choices) – ice cream flavor,                                are wearing shirt [teacher holds up shirt                             Demonstrate prediction by finding and
       favorite game, favorite food, etc.                                      card], then stand up)                                                  repeating action pattern that leads to desired
      When students bring favorite stuffed animals                           Put ball in tube after completed task                                  result with a new toy or activity (presses
       to school (teacher has extras available) and                            (indicating finished) to get reinforcer                                switch to activate new toy, shakes new toy
       teacher creates category labels or grid for                            Place photo of other student in class on chart                         for noise or effect, turns over new toy to
       these, put a marker or symbol on the grid to                            for „here‟ vs. „not here‟                                              obtain desired effect, etc.)
       represent their animal                                                 Sort self into group for „boys‟ vs. „girls‟ for                       Respond to „first-then‟ object display by
                                                                               class chart or activity                                                completing activity to receive desired activity
                                                                              Respond to a data display by using „left-to-                           or reinforcer
                                                                               right‟ work system to complete all work                               Put task in finished box to get reinforcer
                                                                               activities                                                            When teacher stops activating a toy or
                                                                                                                                                      display, student indicates to teacher to repeat
                                                                                                                                                      action


Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      8                                                                                      4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: K
 Competency Goal 5: The learner will model simple patterns and sort objects.

 Objectives:
 5.01 Sort and classify objects by one attribute.
 5.02 Create and extend patterns with actions, words, and object

 Extended Standard: Recognize and copy simple patterns made with actions, words, and/or objects. Sort and classify objects

                Symbolic Access Points                                            Early Symbolic Access Points                                             Pre-symbolic Access Points
      Demonstrate the ability to copy/create a                             Demonstrate ability to recognize a pattern                            Responds to a pattern associated with a
       pattern                                                               associated with familiar activity (pattern is                          familiar activity
      Demonstrate the ability to sort and classify                          identifiable apart from the activity)                                 Demonstrate the ability to sort like objects
       objects by one attribute                                             Demonstrate ability to copy simple patterns                            that are familiar (e.g. cups go with cups, not
                                                                            Demonstrate the ability to match to an                                 blocks)
                                                                             established attribute (e.g. red block goes with                  
                                                                             other red blocks)

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    9                                                                                     4/23/2010
Exceptional Children Division
 Grade K, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a familiar object and a collection of                            Activate an electronic device ,etc. on the                            Turn head or gaze to sustain a routine
       objects different except for one matching                               teacher‟s count of ____                                                rhythmic pattern (song line, clapping pattern,
       pair, find matching object – find same                                 Recognize pattern of sounds by turning                                 circle game, etc.)
      Copy 2-component pattern (clap, slap legs,                              toward door to go outside (3 beeps means                              Hit a switch to demonstrate recognition of a
       clap, slap legs, etc.)                                                  outside time)                                                          repeated pattern (line in song, etc.)
      When teacher presents a familiar object and                            Imitate simple motor movements in response                            Indicate recognition of a repetitive line in a
       asks for specific attribute (color, size or                             to teacher model (single movements – clap,                             story or song by pushing a switch (S.
       shape), identify one attribute (Identify green                          stomp, etc.)                                                           Silverstein poems; country music; Macarena)
       or hold up matching color of object or                                 Indicate recognition by eye gaze or pointing                          Sort objects into forced-choice jig (stack
       touches picture symbol representing                                     of sorting by one attribute (red vs. blue)                             bowls vs. cups, spoons vs. plates)
       attribute)                                                             Match 3-dimensional objects to 2-                                     Match object to identical object
      Given assorted materials in groups of three (2                          dimensional shapes/outlines (puts scissors on
       bananas and 1 apple, two balls & 1 truck),                              outline of scissors, etc.)
       identify which one is different                                        Sort 2 sets of objects
      Respond to directions involving own                                    Respond to direction involving own attributes
       attributes (if you are wearing Velcro shoes,                            (if you are wearing pants, stand up/ if your
       stomp your feet/ if you have blue eyes, shake                           name is Mark, clap hands)
       your head, etc.)
      Given two different colored hoops (blue and
       red), description by teacher (big ones here
       and little ones here), and models (two or
       more big objects in blue hoop and two or
       more little objects in red), sort objects by
       attribute

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      10                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math                Grade Level: 1
 Competency Goal 1: The learner will read, write and model whole numbers through 99 and compute with whole numbers.

 Objectives:
 1.01 Develop number sense for whole numbers through 99.
      a) Connect the model, number word, and number using a variety of representations. b) Use efficient strategies to count the number of objects in a
       set. c) Read and write numbers. d) Compare and order sets and numbers. e) Build understanding of place value (ones, tens). f) Estimate quantities
       fewer than or equal to 100. g) Recognize equivalence in sets and numbers 1-99.
 1.02 Use groupings of 2's, 5's, and 10's with models and pictures to count collections of objects.
 1.03 Develop fluency with single-digit addition and corresponding differences using strategies such as modeling, composing and decomposing quantities,
      using doubles, and making tens.
 1.04 Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).
 Extended Standard: Develop number sense for whole numbers (from the set 0-99) Represent numbers in different forms. Develop fluency with adding to, taking
 away from, and equal grouping.
               Symbolic Access Points                                             Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to rote count                                    Demonstrate knowledge of equal groups                                 Demonstrate ability to follow a counting
      Demonstrate ability to recognize numerals                            Demonstrate knowledge of adding to and                                 sequence
      Demonstrate ability to order numerals                                 taking away from                                                      Demonstrate awareness of one more and one
      Demonstrate understanding of sets                                    Demonstrate knowledge of one to one                                    less
      Demonstrate understanding of adding to and                            correspondence                                                        Demonstrate awareness of one to one
       taking away from                                                     Demonstrate ability to attend to or respond to                         correspondence
      Demonstrate one to one correspondence                                 objects being counted

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through moveme nts, or through expression?




 Grade 1, Comp 1                Symbolic Demonstrators                             Early Symbolic Demonstrators                                            Pre-Symbolic Demonstrators
Department of Public Instruction                                                                    11                                                                                    4/23/2010
Exceptional Children Division
      Count aloud while pointing to each number                              Sort numbers (on cards) vs. pictures (on                              Look at objects while teacher counts
       (one-to-one correspondence – up to 5)                                   cards) (sort 1 vs. 2 vs. cat pictures)                                Indicate expectation of more as „one more‟ is
      Use 1:1 correspondence to match number of                              Match numbers (1 vs. 2)                                                added (shows joint attention to cracker and
       objects to numeral cards with „silhouetted‟                            (Take one/give one) – Pass out one cookie to                           teacher to indicate desire for more)
       counters (numbers 1-10)                                                 each student in class, pass out one book per                          Indicate expectation of less as „one less‟ is
      With numbered building blocks, follow                                   child, take up one pencil per student, one                             taken from (shows joint attention to teacher
       teacher directions (start with block 6, put 2                           napkin on each plate at snack, one spoon in                            and objects as teacher takes from, indicates
       on top of block 6, etc.) to complete a tower of                         each cup at snack, etc.                                                „stop‟ or rejection in behavior)
       blocks                                                                 Use 1:1 correspondence to complete                                    Pick up objects to place in container while
      Count spaces on game board to match                                     sorting/matching task – match shape to                                 teacher counts
       number on dice or card (up to 5)                                        shape, shape to silhouette                                            (Take one/give one) – Take one cookie at
      Put numerals in order on classroom calendar                            Adjust number of items in two containers to                            snack, one cup of juice, one toy from shelf,
       (up to 10)                                                              create equal number in each (given 2 cookies                           etc.
      Rote count to 10                                                        on one plate, a second plate and a bag of                             When directed to „give me all,‟ student gives
      Adjust number of items in two containers to                             cookies, puts same number on second plate)                             all (blocks, manipulatives) one at a time
       create equal number in each (given 4 beads in                          Indicate one item when given the verbal                               Put in „all‟ objects to complete a task (all
       one cup, a second plate and a bag of beads,                             direction to „give me one‟                                             shapes in sorter, all objects in container to
       puts same number in second cup, OR given                               Indicate one object and then another, as                               top, etc.)
       plate with 5 cookies and plate with 1 cookie,                           teacher counts „one,‟ „two, „three‟
       adjusts quantity to equalize                                           Communicate for more as „one more‟ is
      Add same number of objects (1 or 2) to series                           added (shows joint attention to cracker and
       of containers (plate, cup, bowl, etc.)                                  teacher to indicate desire for more)
      Take away same number of objects (1 or 2)                              Communicate resistance (protects plate or
       to series of containers                                                 pushes teacher‟s arm away) as „one less‟ is
      Given two sets of objects separated by a                                taken from (shows joint attention to teacher
       „plus‟ sign, can add objects                                            and objects as teacher takes from, indicates
                                                                               „stop‟ or rejection in behavior)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      12                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 1
 Competency Goal 2: The learner will use non-standard units of measure and tell time.

 Objectives:
 2.01 For given objects: a) Select an attribute (length, capacity, mass) to measure (use non-standard units). b) Develop strategies to estimate size. c)
      Compare, using appropriate language, with respect to the attribute selected.
 2.02 Develop an understanding of the concept of time. a) Tell time at the hour and half- hour. b) Solve problems involving applications of time (clock and
      calendar).

 Extended Standard: Identify and compare attributes (including length, capacity, mass) using non-standard units. Time: understand order of events

               Symbolic Access Points                                              Early Symbolic Access Points                                           Pre-symbolic Access Points
      Demonstrate ability to follow sequential                             Demonstrate knowledge of length, capacity,                            Demonstrate awareness of attributes of
       events                                                                mass                                                                   objects (length, capacity, mass)
      Demonstrate ability to compare length,                                Demonstrate knowledge of order of events                             Demonstrate awareness of calendar
       capacity, and mass                                                    (e.g. follow a picture schedule)                                      Demonstrate awareness of „first-then‟
      Measure length, capacity and mass using
       non-standard measurement
      Measure length, capacity and mass using
       non-standard measurement

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




 Grade 1, Comp 2                Symbolic Demonstrators                             Early Symbolic Demonstrators                                            Pre-Symbolic Demonstrators
      Compare length of towers of cubes, chains of                         Show preference for object based on weight,                           Show preference for object related to mass or
Department of Public Instruction                                                                    13                                                                                    4/23/2010
Exceptional Children Division
       colored paper clips – find long                                         size, etc. (chooses the bigger cookie, chooses                         capacity (plate of cookies vs. plate with a
      Use balance/scale to identify heavy/light                               the lighter book bag, chooses the heavier bag                          piece of cookie, full cup vs. empty cup)
      Make clay snakes and compare for thickness                              of treats, chooses the longer licorice strip)                         Discriminate/ show recognition of mass or
       and length                                                             Use picture schedule to identify today‟s                               length (light container vs. heavy container of
      Cut lengths of string to compare length of                              activities                                                             preferred material, long preferred food vs.
       body parts, large and small objects, etc.                              Add photo to journal to show today‟s                                   short preferred food – hot dog, string cheese,
      Identify activities that occur in different                             activities                                                             string candy, etc.)
       seasons of the year                                                    Use transition objects or symbols to identify                         Look at calendar while teacher points to or
      Identify at least some days of week                                     „next‟ activity                                                        manipulates calendar
      Identify at least some months of the year                              Use object or photo/picture schedule to                               Give cup (first) to teacher so that teacher
      Use picture calendar to identify „tomorrow‟s‟                           complete classroom activities – recognition                            pours juice (then)
       activity                                                                of order of events- first, then                                       Extend arms (first) to have teacher put on
      Identify „finished‟ activities from yesterday                          Indicate recognition of length, weight and                             coat (then)
       by referring to journal                                                 height – differences in objects: choose                               Lie down on changing table (first) to get
                                                                               between short stick of gum and full stick, two                         clean diaper (then)
                                                                               containers – one light and one heavy,                                 Press switch (first) to activate toy (then)
                                                                               different weight containers, such as drink,
                                                                               bottles, snack boxes, snack size containers vs.
                                                                               full size

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      14                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 1
 Competency Goal 3: The learner will identify, describe, draw, and build basic geometric figures.

 Objectives:
 3.01 Identify, build, draw and name parallelograms, squares, trapezoids, and hexagons.
 3.02 Identify, build, and name cylinders, cones, and rectangular prisms.
 3.03 Compare and contrast geometric figures.
 3.04 Solve problems involving spatial visualization.

 Extended Standard: Explore, observe, and communicate balance, motion, and weight

                Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to compare shapes                                Demonstrate knowledge of shapes                                       Demonstrate awareness of directional words
      Demonstrate understanding of relationship                            Demonstrate recognition of relationship                                used in daily routine (e.g. looks up for “up")
       between shape and template                                            between shape and template (e.g. insert a                             Demonstrate awareness of different shapes
      Demonstrate ability to complete spatial                               shape into a hole or place a piece in a puzzle                         and objects
       tasks/actions                                                        Demonstrate knowledge of directional words
      Demonstrate understanding and application
       of directional words

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    15                                                                                    4/23/2010
Exceptional Children Division
 Grade 1, Comp 3                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Make a square or triangle on a geoboard                                Complete simple 2 shape sorter                                        Visually (or auditorally) track object or light
      Make a shape poster of circles (cut magazine                           Match simple shapes, 2- and 3- dimensional                             up, down, left and right
       pictures, choose from shapes precut and on                              figures                                                               Move body parts in response to single routine
       table, etc.)                                                           Place objects or self in position in response to                       directional cue
      Given a shape spinner (3 quadrants for circle,                          direction (in/out, bottom/top, up/down)                               Manipulate shapes for put-in tasks (insert in
       square, triangle) and a set of shapes, spin the                        Follow directions and models within                                    oversized hole to make object disappear)
       spinner and find the corresponding shape                                song/activity (Hokey Pokey) to demonstrate                            Complete simple two-piece take apart
       shown on the spinner                                                    directional words                                                      activities
      Using toothpicks/coffee stirrers and                                   Move body parts (ex. eye gaze, head                                   Indicate response to single routine positional
       marshmallows/clay balls/gumdrops, make a                                movement, etc.) when given positional                                  direction: moves in response to directional
       square or triangle                                                      directions ___ up, ___ down, ___side during                            prompts (teacher points to right, student
      Match variety of shapes to different                                    therapy or class activity                                              moves to the right; teacher points up, student
       templates (circle, square, triangle, rectangle,                        Follow multiple positional directions                                  looks up/lifts head up)
       ellipse, pentagon, etc.)                                                                                                                      Indicate need to change position: for desired
      Given a set of figures and buildings, respond                                                                                                  item in plain view
       to directions by placing figures „on‟, „in,‟
       „under‟, „in front of‟
      Given an „r‟ on student‟s right hand or red
       string on right wrist, follow a variety of
       directions: show me right hand, use your
       right foot, get out of desk on right side, etc.

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      16                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 1
 Competency Goal 4: Will understand and use data and simple probability concepts

 Objectives:
 4.01 Collect, organize, describe and display data using line plots and tallies.
 4.02 Describe events as certain, impossible, more likely or less likely to occur.

 Extended Standard: Gather and display data using concrete graphs, pictorial graphs, line plots or tallies

                Symbolic Access Points                                             Early Symbolic Access Points                                            Pre-symbolic Access Points
      Record data using tally marks                                        Show knowledge of data display by                                     Choose picture or objects (help collect data)
      Collect, organize and display data in a variety                       participation (e. g. students wearing blue                             to put in data display (e.g. object, graph)
       of ways                                                               jeans stand in line)
                                                                            Collect data in a variety of ways

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situatio n.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    17                                                                                    4/23/2010
Exceptional Children Division
 Grade 1, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      When students bring favorite stuffed animals                           Move marker or photo onto data display to                             Grasp object and move to put on graph or
       to school (teacher has extras available) and                            note attendance, readiness for lunch,                                  display
       teacher creates category labels or grid for                             readiness to go outside, etc.                                         Indicate (eye movements, body position, etc.)
       these, will put a marker or symbol on the grid                         Follow direction of attribute song or game                             where object goes on display
       to represent their animal                                               when teacher provides visual cue (i.e., if you                        Choose own photo to use in display
      As teacher asks questions about preferences                             are wearing shirt [teacher holds up shirt                             Demonstrate prediction by finding and
       and creates a display with choices (favorite                            card], then stand up)                                                  repeating action pattern that leads to desired
       foods, pets, ice cream flavors, etc. – limit                           Place photo of other student in class on chart                         result with a new toy or activity (presses
       choices to 3 or 4), mark a tally mark on the                            for „here‟ vs. „not here‟                                              switch to activate new toy, shakes new toy
       display under the preferred category                                   Sort self into group for „boys‟ vs. „girls‟ for                        for noise or effect, turns over new toy to
      Count number of tally marks on display to                               class chart or activity                                                obtain desired effect, etc.)
       identify number of students with a preference                          Respond to a data display by using „left-to-                          Respond to „first-then‟ object display by
       or in a category (boys/girls, blond/brown                               right‟ work system to complete all work                                completing activity to receive desired activity
       hair, pets/no pets)                                                     activities                                                             or reinforcer
                                                                              Put ball in tube after completed task to get                          Put finished task in finished box to obtain
                                                                               reinforcer                                                             reinforcer
                                                                                                                                                     When teacher stops activating a toy or
                                                                                                                                                      display, indicate to teacher to repeat action


Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      18                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 1
 Competency Goal 5: The learner will demonstrate an understanding of classification and patterning

 Objectives:
 5.01 Sort and classify objects by two attributes.
 5.02 Use Venn diagrams to illustrate similarities and differences in two sets.
 5.03 Create and extend patterns, identify the pattern unit, and translate into other forms

 Extended Standard: Recognize, copy and/or create simple patterns made with actions, words, numbers and/or objects. Sort and classify objects by one or
 more attributes

                Symbolic Access Points                                            Early Symbolic Access Points                                             Pre-symbolic Access Points
      Demonstrate the ability to copy/create a                             Demonstrate ability to recognize a pattern                            Responds to a pattern associated with a
       pattern                                                               associated with familiar activity                                      familiar activity (pattern is identifiable apart
      Demonstrate the ability to sort and classify                         Demonstrate ability to copy simple patterns                            from the activity)
       objects by one or more attributes                                    Demonstrate the ability to match to an                                Demonstrate the ability to sort like objects
                                                                            established attribute (e.g. red block goes with                        that are familiar (e.g. cups go with cups, not
                                                                             other red blocks)                                                      blocks)

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    19                                                                                    4/23/2010
Exceptional Children Division
 Grade 1, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Copy 2-component pattern (clap, slap legs,                             Activate an electronic device ,etc. on the                            Turn head or gaze to sustain a routine
       clap, slap legs, etc.)                                                  teacher‟s count of ____                                                rhythmic pattern (song line, clapping pattern,
      During “I am thinking of a student” game                               Imitates simple motor movements in                                     circle game, etc.)
       (teacher Identify attributes of students – “I                           response to teacher model (single movements                           Hit a switch to demonstrate recognition of a
       am thinking of a student with green eyes”,                              – clap, stomp, etc.)                                                   repeated pattern (line in song, etc.)
       etc.), identify self or other student that fits                        Indicate recognition by eye gaze or pointing                          Indicate recognition of a repetitive line in a
       attribute                                                               of sorting by one attribute (red vs. blue)                             story or song by pushing a switch (S.
      When presented with variety of foods (plastic                          Match multiple 3-dimensional objects to 2-                             Silverstein poems; country music; Macarena)
       representations or real), classify by category                          dimensional shapes/outlines (puts block,                              Sort objects into forced-choice jig (stack
       (fruit, vegetable, bread, etc.)                                         pencil, hairbrush, toothpaste on matching                              bowls vs. cups, spoons vs. plates)
      When presented with pictures or                                         outlines)                                                             Match object to identical object
       representations of furniture, classify furniture                       Sort 2 sets of objects (demonstrates
       by room (bedroom, kitchen, bathroom, etc.)                              knowledge of attributes – color, shape)
                                                                              Respond to direction involving own attributes
                                                                               (if you are wearing a sweater, stand up/ if
                                                                               your name is Mark, clap hands/ if you are in
                                                                               a blue chair, stand up)
                                                                              Recognize pattern of sounds by turning
                                                                               toward door to go outside (3 beeps means
                                                                               outside time)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      20                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 2
 Competency Goal 1: The learner will read, write, model and compute with whole numbers through 999

 Objectives:
 1.01 Develop number sense for whole numbers through 999. a) Connect model, number word, and number using a variety of representations. b) Read and write numbers.
      c) Compare and order. d) Rename. e) Estimate. f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
 1.02 Use area or region models and set models of fractions to explore part- whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and
      symbolically. b) Compare fractions (halves, thirds, fourths) using models. c) Make different representations of the same fraction. d) Combine fractions to describe
      parts of a whole.
 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).
 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a) Strategies for adding and subtracting numbers. b) Estimation of
      sums and differences in appropriate situations. c) Relationships between operations.
 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds.
 1.06 Define and recognize odd and even numbers.

 Extended Standard: Develop number sense for whole numbers (from the set 0-999). Represent numbers in different forms. Develop fluency with adding
 to, taking away from and equal grouping. Use models to identify and compare part-whole relationships
               Symbolic Access Points                        Early Symbolic Access Points                      Pre-symbolic Access Points
  Demonstrate ability to rote count                Demonstrate the ability to rote count             Demonstrate ability to perform requested
  Demonstrate ability to match numerals to         Demonstrate ability to trace number 1-10+          activity on a specified count
      pictorial representations                     Demonstrate knowledge of one more and one  Demonstrate ability to attend to or respond to
  Demonstrate understanding of equal and              less                                             objects being counted
      unequal sets                                  Demonstrate knowledge of whole vs. part           Demonstrate ability to request “one more”
  Demonstrate understanding of addition and           using concrete models                           Demonstrate awareness of one to one
      subtraction                                                                                      correspondence
  Demonstrate understanding of fractions using                                                        Demonstrate awareness of whole vs. part
      concrete objects or pictures

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    21                                                                                    4/23/2010
Exceptional Children Division
 Grade 2, Comp 1                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Rote count to 15                                                       Use 1:1 correspondence to complete                                    Look at objects while teacher counts
      Count number of items in picture and match                              sorting/matching task – match shape to                                Indicate expectation of more as „one more‟ is
       to corresponding numeral (up to 7)                                      shape, shape to silhouette, etc.                                       added (shows joint attention to cracker and
      Count number of items into cups on which                               Sort numbers (on cards) vs. pictures (on                               teacher to indicate desire for more)
       are portrayed varying number of dots (up to                             cards) (sort 1 vs. 2 vs. 3 vs. pictures of                            Indicate expectation of less as „one less‟ is
       7)                                                                      people)                                                                taken from (shows joint attention to teacher
      Create multiple equal sets (using unifix                               (Take one/give one) – Pass out one cookie to                           and objects as teacher takes from, indicates
       cubes, counters, etc.)                                                  each student in class, passes out one book per                         „stop‟ or rejection in behavior)
      Correctly respond to directions involving                               child, take up one pencil per student, etc.                           Pick up objects to place in container while
       „more‟ and „less‟ – “build a stack of blocks                           Indicate one item when given the verbal                                teacher counts
       that is 1 more than 3”                                                  direction to „give me one‟                                            (Take one/give one) – Take one cookie at
      Identify unequal sets and how many objects                             Indicate one object and then another, as                               snack, one cup of juice, one toy from shelf,
       would create an equal set (counts set of 4 and                          teacher counts „one,‟ „two‟                                            one book for reading time, one spoon from
       set of 2, adds 2 objects to set of 2)                                  Match numbers (1 vs. 2 .vs. 3)                                         set of spoons for eating pudding, etc.
      Manipulate models to create „whole‟ from                               Manipulate models to create „whole‟ from                              When directed to „give me all,‟ student gives
       „parts‟ of object or shape: put together two                            „parts‟ of object or shape                                             all (blocks, manipulatives) one at a time
       halves of orange, three thirds of apple, four                          Adjust number of items in two containers to                           Put in „all‟ objects to complete a task (all
       quarters of square, cookie or other shape, etc.                         create equal number in each (given 2 cookies                           shapes in sorter, all objects in container to
      Create equal pieces by dividing objects                                 on one plate, a second plate and a bag of                              top, etc.)
       (pizza, orange, play-doh shapes, etc.)                                  cookies, puts same number on second plate,                            Choose „whole‟ over „part‟ with preferred
      Given two sets of objects separated by a                                OR given plate with 3 cookies and plate with                           items (whole cookie vs. small piece, full
       „plus‟ sign or „minus‟ sign, can add or                                 1 cookie, adjusts quantity to create 2 cookies                         glass of juice vs. splash of juice in glass)
       subtract objects                                                        on each plate)                                                        Indicate recognition (i.e. one full eye gaze,
                                                                              Communicate for more as „one more‟ is                                  point/turn, head movement) of difference in
                                                                               added (shows joint attention to cracker and                            amounts or more: full bowl of popcorn vs.
                                                                               teacher to indicate desire for more)                                   bowl with one kernel, m & m‟s; full cup of
                                                                              Reject less as „one less‟ is taken from (shows                         juice vs. cup with small amount; containers
                                                                               joint attention to teacher and objects as                              with various contents, box with 1
                                                                               teacher takes from, indicate „stop‟ or                                 crayon/colored pencil and box full of
                                                                               rejection in behavior)                                                 crayons/colored pencils

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      22                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 2
 Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement

 Objectives:
 2.01 Estimate and measure using appropriate units. a) Length (meters, centimeters, feet, inches, yards). b) Temperature (Fahrenheit).
 2.02 Tell time at the five-minute intervals.

 Extended Standard: Estimate and measure length and temperature. Time: understand order of events

                Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to follow sequential                             Demonstrate knowledge of tools for                                    Demonstrate awareness of hot and cold
       events                                                                measurement (ruler, scales, thermometer,                              Demonstrate the ability to perform action for
      Demonstrate ability for using measurement                             clock)                                                                 predetermined amount of time
       tools for length, temperature and time                               Demonstrate knowledge of order of                                     Demonstrate awareness of attributes of
                                                                             events(e.g. follow a picture schedule)                                 objects (length, capacity, mass)
                                                                                                                                                   Demonstrate awareness of „first-then‟

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    23                                                                                    4/23/2010
Exceptional Children Division
 Grade 2, Comp 2                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
       Use balance/scale to balance one heavy item                           Indicate recognition of length, weight and                            Anticipate temperature by gesture,
        with multiple lighter items                                            height – differences in objects: choose                                vocalizing, proximity, etc. (reaches, leans in,
       Use dominoes, unifix cubes, etc. lined end to                          between short stick of gum and full stick, two                         opens mouth) when presented with familiar
        end to measure length of desk, of book, etc.                           containers – one light and one heavy,                                  item representing changes in hot/cold (ice
       Use large and small containers (jars) to                               different weight containers, such as drink,                            cube, heating pad, ice pack, etc.)
        determine relationship of quantity (rice,                              bottles, snack boxes, snack size containers vs.                       Show preference for object by attribute (plate
        sand) – how many small jars does it take to                            full size                                                              of cookies vs. plate with a piece of cookie,
        fill up large jar                                                     Use balance/scale to indicate heavy/light                              full cup vs. empty cup, long licorice strip vs.
       Given a set of Easter eggs filled with objects                        Make clay snakes and compare for thickness                             short)
        of different weight and the chance to use the                          and length                                                            Complete repetitive task until all materials
        scale to determine heavy and light eggs,                              Cut lengths of string to compare length of                             are gone to indicate finished
        identify which objects are heavier                                     body parts, large and small objects, etc.                             Give cup (first) to teacher so that teacher
       Use a stopwatch or timer to record amount                             Find thermometer at window when teacher                                pours juice (then)
        of time for routine classroom activities                               notes cold weather,                                                   Lie down on changing table (first) to get
       Identify days of week                                                 Look at timer to determine end of task,                                clean diaper (then)
       Create seasons book with pictures of                                  Find scale when teacher asks to see „how                              Press switch (first) to activate toy (then)
        activities and places in different seasons                             heavy‟ an item is,                                                    Use object sequence to complete activity in
       Use picture calendar to identify activities for                       Get ruler when teacher asks „how long‟ an                              order to get reinforcing activity
        different days of the week                                             item is
       Identify „finished‟ activities from yesterday                         Use picture schedule to indicate today‟s
        and previous days by referring to journal                              activities
       Identify long and short hands on a clock                              Add photo to journal to show today‟s
       Identify that long hand denotes hour                                   activities
       Match times of events on daily schedule to                            Use transition objects or symbols to identify
        clock face in classroom                                                „next‟ activity
                                                                              Use object or photo/picture schedule to
                                                                               complete classroom activities – recognition
                                                                               of order of events- first, then
                                                                              Use visual cues to indicate knowledge of
                                                                               „first,‟ „next,‟ „then‟ with work activities or
                                                                               with routine daily events/activities

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).
 Subject: Math               Grade Level: 2
 Competency Goal 3: The learner will perform simple transformations

Department of Public Instruction                                                                      24                                                                                     4/23/2010
Exceptional Children Division
 Objectives:
 3.01 Combine simple figures to create a given shape.
 3.02 Describe the change in attributes as two- and three- dimensional figures are cut and rearranged.
 3.03 Identify and make: a) Symmetric figures b) Congruent figures

 Extended Standard: Combine shapes to make new shapes. Identify congruent shapes and those with line symmetry (fold on axis)

                Symbolic Access Points                                          Early Symbolic Access Points                                              Pre-symbolic Access Points
      Demonstrate understanding of congruency                              Demonstrate knowledge of congruency                                   Demonstrate awareness of directional words
       and symmetry                                                         Demonstrate ability to sort shapes                                     used in daily routine (e.g. looks up for “up")
      Demonstrate understanding and application                            Demonstrate knowledge of directional words                            Demonstrate awareness of different shapes
       of directional words                                                                                                                         and objects
      Demonstrate ability to compare shapes
      Demonstrate ability to combine simple
       figures to create a given shape


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    25                                                                                    4/23/2010
Exceptional Children Division
 Grade 2, Comp 3                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
       Identify simple shapes (circle, square) in                            Complete simple 2 shape sorter                                         Visually (or auditorally) track object or light up,
        classroom objects                                                     Match simple shapes, 2- and 3- dimensional                              down, left and right
       During „Go Fish!‟ game with bag of shape                               figures                                                                Move body parts in response to single routine
        blocks and direction to find a shape (circle,                         Place objects or self in position in response to                        directional cue
        square, triangle), find correct shape                                  direction (in/out, bottom/top, up/down)                                Manipulate shapes for put-in tasks (insert in
       Make shape posters of circle, square and triangle                     Follow directions and models within song/activity                       oversized hole to make object disappear)
        (cut magazine pictures, use precut shapes on                           (Hokey Pokey) to demonstrate directional words                         Complete simple two-piece take apart activities
        table, etc.)                                                          Move body parts (ex. eye gaze, head movement,                          Indicate response to single routine positional
       Given a shape spinner (3 quadrants for circle,                         etc.) when given positional directions ___ up, ___                      direction: moves in response to directional
        square, triangle) and a set of shapes, spin the                        down, ___side during therapy or class activity                          prompts (teacher points to right, student moves to
        spinner and finds/identify the corresponding                          Follow multiple positional directions                                   the right; teacher points up, student looks up/lifts
        shape shown on the spinner                                            Rotate and position object to fit directly on top of                    head up)
       After spreading peanut butter (jam, butter, etc.)                      another object of same dimensions (stacking)                           Indicate need to change position: for desired item
        on bread, cut in half (diagonal, horizontal, or                                                                                                in plain view
        vertical) and demonstrate congruency by placing
        one half on top of another
       Combine tangrams (two half-circles, two right
        triangles) to make circle and square
       Using toothpicks/coffee stirrers and
        marshmallows/clay balls/gumdrops, make and
        identify squares and triangles
       After making squares and triangles with
        toothpicks and clay balls, demonstrate
        congruency by placing shapes on top of each
        other
       Given a set of figures and buildings, respond to
        directions by placing figures „on‟, „in,‟ „under‟,
        „in front of,‟ „beside,‟ „behind,‟ etc.
       Given a red string on right wrist and yellow
        string on left wrist, follow a variety of directions:
        show me right hand, use your left foot, get out of
        desk on left side, etc.

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      26                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 2
 Competency Goal 4: The learner will understand and use data and simple probability concepts

 Objectives:
 4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2's, 5's, 10's).
 4.02 Conduct simple probability experiments; describe the results and make predictions.

 Extended Standard: Gather and display data using concrete graphs, pictorial graphs, pictographs, line plots and tallies. Conduct simple probability
 experiments and describe results

               Symbolic Access Points                                              Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to conduct simple                                Demonstrate ability to recognize a simple                             Choose picture or objects (help collect data)
       probability activities                                                concrete chart                                                         to put in data display (e.g. object, graph)
      Demonstrate ability to chart information                             Demonstrate knowledge of probability                                  Demonstrate ability to predict simple
      Describes results of data or display                                  (certain, impossible, more or less likely)                             activities
                                                                            Collect data in a variety of ways
                                                                            Indicates results of categorizing data

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    27                                                                                    4/23/2010
Exceptional Children Division
 Grade 2, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
       Create a personal information sheet (with                         Move marker or photo onto data display to                                   Grasp object and move to put on graph or
        picture choices and words – hair color,                            note attendance, readiness for lunch, readiness                              display
        number of siblings, flavor of ice cream, etc.)                     to go outside, etc.                                                         Indicate (eye movements, body position,
        and transfers picture choices to classroom                        Follow direction of attribute song or game                                   etc.) where object goes on display
        display                                                            when teacher provides visual cue (i.e., if you                              Choose own photo to use in display
       Identify the category in a simple class                            are wearing shirt [teacher holds up shirt card],                            Respond to „first-then‟ object display by
        preference display (with 2 categories) that                        then stand up)                                                               completing activity to receive desired
        has more tally marks                                              After placing photos of students in class on                                 activity or reinforcer
       Gather information from classmates on the                          chart for „here‟ vs. „not here,‟ indicate self as                           Demonstrate prediction by finding and
        individual‟s preference (up to 3 picture or                        member of „here‟                                                             repeating action pattern that leads to desired
        word choices) and displays information on a                       After sorting into groups for „boys‟ vs. „girls,‟                            result with a new toy or activity (presses
        chart                                                              etc. for class chart or activity, indicate self as                           switch to activate new toy, shakes new toy
       Count number of tally marks on display to                          member of group                                                              for noise or effect, turns over new toy to
        identify number of students with a                                Respond to a data display by using „left-to-                                 obtain desired effect, etc.)
        preference or in a category (3-4 categories)                       right‟ work system (with 2 or more activities)                              Put finished task in finished box to obtain
       When presented with a series of objects                            to complete all work activities                                              reinforcer
        (cylinders, blocks, marbles, golf balls, cones,                   Choose photo/picture card from choice board                                 When teacher stops activating a toy or
        cans, etc. and an incline), predict which ones                     for upcoming activity (break choice, activity                                display, student attempts same action to
        will roll down the incline and which ones                          center choice – computer game, song choice,                                  activate toy
        will not                                                           book choice)
       Using a line graph (line depicting soft to                        Reject photo/picture card on choice board that
        loud sounds with numbers), place icons or                          is not possible (make snowman on warm,
        pictures representing 2-4 specific sounds                          sunny day)
        (fire alarm, clapper, sound toy, etc.) on the                     Put ball in tube after completed task to get
        line to denote different volumes of sound                          reinforcer


Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      28                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 2
 Competency Goal 5: The learner will recognize and represent patterns and simple mathematical relationships

 Objectives:
 5.01 Identify, describe, translate, and extend repeating and growing patterns.
 5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities.

 Extended Standard: Recognize, copy, create and/or extend simple patterns. Model quality with concrete objects, pictures, words and/or numbers

            Symbolic Access Points                                                Early Symbolic Access Points                                            Pre-symbolic Access Points
  Demonstrate ability to create patterns                                   Demonstrate knowledge of equality                                     Demonstrate ability to mimic vocal and/or
  Demonstrate the ability to extend a pattern                              Demonstrate ability to recognize, repeat, and                          physical patterns
  Demonstrate understanding of equality with                                copy a pattern                                                        Demonstrate ability to repeat a pattern
    concrete objects, pictures, and/or words                                                                                                  

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    29                                                                                    4/23/2010
Exceptional Children Division
 Grade 2, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a set of containers and objects, puts same                       Activate an electronic device ,etc. on the teacher‟s                  Turn head or gaze in response to routine rhythmic
       number of objects in each container (2 crackers on                      count of ____                                                          pattern (song line, clapping pattern, circle game,
       each plate, one bear in each car, 3 pennies in each                    Recognize pattern of sounds by turning toward                          etc.)
       box, etc.) – creates equal sets                                         door to go outside (3 beeps means outside time)                       Hit a switch to demonstrate recognition of a
      Follow simple jig or diagram to create equal                           Indicate recognition by eye gaze or pointing of                        repeated pattern (line in song, etc.)
       multiple sets of 3 or more objects (puts number                         sorting by one attribute (red vs. blue)                               Mimic sound, attempts to repeat vocal pattern to
       cards 1, 2 and 3 in each of several containers, puts                   Copy 2-component pattern (clap, slap legs, clap,                       get teacher to sing a song line, to move student‟s
       red, blue and green bear in each of several                             slap legs, etc.)                                                       arms in a pleasurable pattern, etc.
       containers, etc.)                                                      Match 3-dimensional objects to 2-dimensional                          Indicate recognition of a repetitive line in a story
      Use color-shape blocks (no distractors) to extend                       shapes (puts green block on picture of green                           or song by pushing a switch (S. Silverstein
       pattern or sequence with 2 different blocks (red                        square, etc.)                                                          poems; country music; Macarena)
       square, blue triangle, red square, blue triangle,                      Sort 2 sets of objects (demonstrates knowledge of                     Sort objects into forced-choice jig (stack bowls
       etc.)                                                                   attributes and sameness [equality] – function, size,                   vs. cups, spoons vs. plates)
      Given a model and practice at copying a 2-                              color, shape, etc.)                                                   Match object to identical object
       component pattern of motor movements                                   Use a simple diagram (requiring 1:1
       (stomp/pat head, clap/pat chest, etc.), generates a                     correspondence – put an object on a silhouette or
       2-component pattern (such as clap/stomp or pat                          photo) or container organization (set of blocks in
       chest/slap legs)                                                        one container and set of small boxes in a second)
      Create simple equality number sentence by                               to repeat a simple assembly – put one block in
       counting out number of objects to place on other                        each box, put one fork in each bag, etc.)
       side of „equal‟ sign (i.e., 3 = ____[number of
       objects])
      Given an object-number sentence with a + or –
       sign and total number of objects, 5 or less, adds or
       subtracts to create balanced number sentence (2
       bears + 1 bear = ____)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      30                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 3
 Competency Goal 1: The learner will model, identify and compute whole numbers through 999

 Objectives:
 1.01 Develop number sense for whole numbers through 9,999. a) Connect model, number word and number using a variety of representations. b) Build understanding of
      place value (ones through thousands). c) Compare and order.
 1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using: a) Strategies for adding and subtracting numbers. b) Estimation of sums and
      differences in appropriate situations. c) Relationships between operations.
 1.03 Develop fluency with multiplication from 1 x 1 to 12 x 12 and division up to two-digit by one-digit numbers using: a) Strategies for multiplying and dividing
      numbers. b) Estimation of products and quotients in appropriate situations. c) Relationships between operations.
 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.
 1.05 Use area or region models and set models of fractions to explore part-whole relationships. a) Represent fractions concretely and symbolically (halves, fourths, thirds,
      sixths, eighths). b) Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and
      benchmark numbers (zero, one-half, one); describe comparisons. c) Model and describe common equivalents, especially relationships among halves, thirds,
      fourths, sixths, and eighths.
 Extended Standard: Develop number sense for whole numbers (from the set 0-999). Represent numbers in different forms. Develop fluency with adding
 to, taking away from, and equal grouping. Identify and compare part-whole relationships
              Symbolic Access Points                         Early Symbolic Access Points                    Pre-symbolic Access Points
      Demonstrate the ability to rote count orally or in                   Demonstrate the ability to rote count                                 Demonstrate ability to perform requested activity
       written form                                                         Demonstrate knowledge of representing numbers                          on a specified count
      Demonstrate the ability to recognize numerals and                     1-10 in a variety of forms                                            Demonstrate ability to attend to or respond to
       match them to number words and/or pictorial                          Demonstrate ability to trace number 1-10+                              objects being counted
       representation                                                       Demonstrate knowledge of adding to and taking                         Demonstrate ability to request “one more”
      Demonstrate understanding of addition and                             away                                                                  Demonstrate one to one correspondence
       subtraction                                                          Demonstrate ability to match fractional pieces to                     Demonstrate awareness of whole vs. part
      Demonstrate understanding of fractions using area                     picture representation                                                Demonstrate awareness of first and last
       or regional models                                                   Demonstrate knowledge of part vs. whole using
                                                                             models or pictures
                                                                        

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?



 Grade 3, Comp 1                Symbolic Demonstrators                             Early Symbolic Demonstrators                                            Pre-Symbolic Demonstrators
      Count with variety of activities (up to 10): bounce                  Use 1:1 correspondence to complete sorting/matching task –            Look at objects while teacher counts
                                                                             match shape to shape, shape to silhouette, etc.
Department of Public Instruction                                                                    31                                                                                    4/23/2010
Exceptional Children Division
       ball, jump, blink eyes, claps, etc.                                    (Take one/give one) – Pass out one cookie to each student in           Indicate expectation of more as „one more‟ is
      When teacher points to a number on a number                             class, pass out one book per child, take up one pencil per              added (shows emerging joint attention to cracker
                                                                               student, etc.
       line, count to number in correct sequence (up to                       Indicate one item when given the verbal direction to „give me
                                                                                                                                                       and teacher to indicate desire for more)
       10)                                                                     one‟                                                                   Indicate expectation of less as „one less‟ is taken
      Count out correct number of objects to match                           Counts rotely to three                                                  from (shows emerging joint attention to teacher
       numeral card (up to 10)                                                While teacher counts „one,‟ „two,‟ „three‟ attend to/indicate           and objects as teacher takes from, indicates „stop‟
                                                                               one object and then another
      Use a countdown clock to count days to the                             Use 1:1 correspondence to match number of objects to
                                                                                                                                                       or rejection in behavior)
       weekend                                                                 numeral cards with „silhouetted‟ counters (numbers 1 and 2)            Pick up objects to place in container while teacher
      Count out correct number of counters to match                          Count number of body parts – two legs, two arms, one mouth,             counts with expression
       numeral on the front of each of a series of cups                        etc. (1 and 2)                                                         (Take one/give one) – Take one cookie at snack,
                                                                              Indicate number displays in various settings: clock on stove,
      Follow directions which use ordinal numbers (go                         clock on wall, timer display, numbers on thermometer, etc.
                                                                                                                                                       one cup of juice, one toy from shelf, one book for
       to second door, point to 3rd apple)                                    Sort or matches numbers (4 numbers)                                     reading time, one spoon from set of spoons for
      Describe items that are found in various positions                     Trace numbers                                                           eating pudding, etc.
       within a sequence of first through fifth                               Put number of counters in cup to match number of dots on cup           When directed to „give me all,‟ give all (blocks,
                                                                               (1 and 2)
      Use connecting blocks to follow directions (build                      Add same number of objects (1 or 2) to series of containers
                                                                                                                                                       manipulatives) one at a time or as a handful
       a stack that is 1 more than 3, 2 more than 4, 1 less                    (plate, cup, bowl, etc.)                                               Put in „all‟ objects to complete a task (all shapes
       than 5, etc.)                                                          Take away same number of objects (1 or 2) to series of                  in sorter, all objects in container to top, etc.)
      Match numerals to number words (up to 5, up to                          containers                                                             Choose „whole‟ over „part‟ with preferred items
       8)                                                                     Manipulate models to create „whole‟ from „parts‟ of object or           (whole cookie vs. small piece, full glass of juice
                                                                               shape: puts all train cars together to make whole train, put
      Count out objects and writes corresponding                              together two halves of orange, three thirds of apple, four              vs. splash of juice in glass)
       numeral                                                                 quarters of square, cookie or other shape, etc.                        Indicate recognition (i.e. eye gaze, point or turn
      Count same number of counters in cups to match                         Match equal fractional „parts‟ of object or shape to diagram or         to, vocalization) of need to complete whole or
                                                                               picture to complete whole                                               acts to complete whole: puts piece of apple in
       number of dots on cups                                                 Communicate for more as „one more‟ is added (shows joint
      When presented with two sets of objects, count                          attention to cracker and teacher to indicate desire for more)           apple to make whole apple, two halves of an
       and identify which is more, is less                                    Communicate rejection of less (protects plate or pushes away            orange together, etc.
      After counting one snapped-block tower & given                          teacher‟s arm) as „one less‟ is taken from (shows joint                Indicate recognition (i.e. one full eye gaze,
                                                                               attention to teacher and objects as teacher takes from, indicates       point/turn, head movement) of difference in
       a second tower of a different number, identify                          „stop‟ or rejection in behavior)
       which is more and by how much                                          Indicate which of two plates has „more‟ of a food item on it (4
                                                                                                                                                       amounts or more: full bowl of popcorn vs. bowl
      Fold paper to create halves, thirds, quarters                           crackers vs. 1 cracker)                                                 with one kernel, m & m‟s; full cup of juice vs.
      Identify „one-half‟ with folding, cutting and                          Adjust number of items in two containers to create equal                cup with small amount; containers with various
       manipulative activities (play-doh, pizza, folded                        number in each (given 2 cookies on one plate, a second plate            contents, box with 1 crayon/colored pencil and
                                                                               and a bag of cookies, puts same number on second plate, OR              box full of crayons/colored pencils
       paper, etc.)                                                            given plate with 3 cookies and plate with 1 cookie, adjusts
                                                                               quantity to equalize

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).
 Subject: Math               Grade Level: 3
 Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement

 Objectives:
 2.01 Solve problems using measurement concepts and procedures involving: a) Elapsed time. b) Equivalent measures within the same measurement
      system.
Department of Public Instruction                                                                       32                                                                                    4/23/2010
Exceptional Children Division
 2.02 Estimate and measure using appropriate units. a) Capacity (cups, pints, quarts, gallons, liters). b) Length (miles, kilometers). c) Mass (ounces,
      pounds, grams, kilograms). d) Temperature (Fahrenheit, Celsius).

 Extended Standard: Compare and measure based on physical attributes (capacity, mass, length and temperature). Time: understand order of events.

                Symbolic Access Points                                           Early Symbolic Access Points                                             Pre-symbolic Access Points
    Demonstrate understanding of the connection                         Demonstrate knowledge of differences in                                Demonstrate awareness of hot and cold
     between seasons and temperature                                      measurement.                                                           Demonstrate the ability to perform action for
    Demonstrate ability to order sequential events                      Demonstrate knowledge of tools for                                      predetermined amount of time
    Demonstrate ability for using measurement                            measurement (ruler, scales, thermometer,                               Demonstrate awareness of attributes of objects
     tools for length, temperature, weight, volume                        measuring cups, clock)                                                  (length, capacity, mass, temperature)
     and time                                                            Demonstrate knowledge of order of events                               Demonstrate awareness of „first-then‟
    Demonstrate understanding of elapsed time                            (e.g. follow a picture schedule)


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    33                                                                                    4/23/2010
Exceptional Children Division
 Grade 3, Comp 2                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
  When presented with a paper towel roll and several other               Fill container to rim with objects to indicate                         Anticipate temperature by gesture, vocalizing,
   objects (pencil, crayon, yardstick, ruler, wrapping paper               capacity (full/not full)                                                proximity, etc. (reaches, leans in, opens mouth)
   tube), identify which is longer and which is shorter                   Fill container to rim with liquid to indicate                           when presented with familiar item representing
  Order photos of familiar routine in proper sequence (3-4                capacity (full/not full)                                                changes in hot/cold (ice cube, heating pad, ice
   steps)
  After giving student word cards for different days of the
                                                                          Find thermometer at window when teacher notes                           pack, etc.)
   week, line up cards in order                                            cold weather                                                           Show preference for object by attribute (plate of
  Identify activities that occur in different months                     Communicate need for types of clothing depending                        cookies vs. plate with a piece of cookie, full cup vs.
  Identify months of the year                                             on weather conditions                                                   empty cup, long licorice strip vs. short)
  Create season book with pictures of activities and place               Look at timer to determine end of task                                 Complete repetitive task until all materials are gone
   in different seasons                                                   Find scale when teacher notes to see „how heavy‟                        to indicate finished
  Use balance/scale to balance one heavy item with                        an item is,                                                            Give cup (first) to teacher so that teacher pours
   multiple lighter items                                                 Get ruler when teacher notes „how long‟ an item is                      juice (then)
  Use dominoes, unifix cubes, etc. lined end to end to                                                                                           Give plate (first) to teacher so that teacher puts
                                                                          Use picture schedule to indicates today‟s activities
   measure length of desk, of book, etc.
  Use ruler to measure simple items to the inch (3”, 6”,
                                                                          Add photo to journal to show today‟s activities                         cookie on plate (then)
                                                                          Use transition objects or symbols to indicate „next‟                   Push switch (first) to activate toy (then)
   etc.)
  Use large and small containers (jars) to determine                      activity                                                               Use object sequence (complete one small task on
   relationship of quantity (rice, sand) – how many small                 Use object or photo/picture schedule to complete                        left- put-in task- first to get to reinforcer –favored
   jars does it take to fill up large jar                                  classroom activities – recognition of order of                          toy - on right) to complete activity in order to get
  Given a set of Easter eggs filled with objects of different             events- first, then                                                     reinforcing activity
   weight and the chance to use the scale to determine                    Use visual cues to indicate „first,‟ „next,‟ „then‟
   heavy and light eggs, identify which objects are heavier
                                                                           with work activities or with routine daily
  Use a stopwatch or timer to record amount of time for
                                                                           events/activities
   routine classroom activities
  Identify activities associated with months and seasons of
   year
  Use picture calendar to identify activities for different
   days of the week
  Identify „finished‟ activities from yesterday and previous
   days by referring to journal
  Identify times on the hour (3:00, 5:00, etc.)
  Identify times on the half-hour (2:30, 12:30)
  Match times of events on daily schedule to clock face in
   classroom

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      34                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 3
 Competency Goal 3: The learner will recognize and use basic geometric properties of two-and three-dimensional figures

 Objectives:
 3.01 Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.
 3.02 Use a rectangular coordinate system to solve problems. a) Graph and identify points with whole number and/or letter coordinates. b) Describe the
      path between given points on the plane.

 Extended Standard: Compare, describe and classify shapes. Place items at specific locations on a grid. Follow the path between given points (map, grid,
 floor plan or plane)

             Symbolic Access Points                                              Early Symbolic Access Points                                            Pre-symbolic Access Points
  Demonstrate ability to sort shapes by attribute                       Demonstrate knowledge of straight edges of                            Demonstrate ability to track a stimulating
  Demonstrate ability to identify specific block                         shapes                                                                 object across a plane
   on a grid                                                             Demonstrate knowledge of sides of shapes                              Demonstrate awareness of relationship
  Demonstrate ability to follow a path given oral                       Demonstrate ability to follow a path with                              between a shape and its container
   or written directions                                                  picture cues                                                          Demonstrate awareness of different shapes and
  Demonstrate understanding and application of                          Demonstrate knowledge of directional words                             objects
   directional words

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demo nstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    35                                                                                     4/23/2010
Exceptional Children Division
 Grade 3, Comp 3                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
  Use a floor plan or map of familiar area (classroom, hall              Complete simple 2 shape sorter                                         Use a forced-choice jig (shape of slot cut to
   and resource room, etc.) to find „treasure‟ items (X
   marks treasure and X is behind computer in computer
                                                                          Match simple shapes, 2- and 3- dimensional                              size and shape of object to be sorted) to
   station, etc.)                                                          figures,                                                                complete sorting of two items (spoons vs.
  Given a shape spinner (4 quadrants for circle, square,                 Stack/Sort functional objects by shape (plates                          bottles, etc.)
   triangle, rectangle) and a set of shapes, spins the spinner             vs. cups vs. spoons)                                                   Visually (or auditorally) track object or light
   and find/identify the corresponding shape shown on the
   spinner
                                                                          Create simple shape (using template or drawn                            up, down, left and right
  Use photo list or sequence to find landmarks on the way                 figure) out of toothpicks, clay, pipe cleaners,                        Move body parts in response to single routine
   to a final location (water fountain, fire extinguisher, large           straws, string                                                          directional cue
   plant, school office, etc.)                                            Place objects or self in position in response to                       Manipulate shapes for put-in tasks (insert in
  Follow directional arrows in a simple map to find                       direction (in/out, bottom/top, up/down)                                 oversized hole to make object disappear)
   „treasure‟ – (arrow shows „turn right‟ out of room to find
   „treasure‟ in hall)                                                    Follow directions and models within                                    Complete simple two-piece take apart
  Identify familiar shapes in classroom objects, in                       song/activity to demonstrate directional words                          activities
   magazine, etc. (where do you see a circle, square,                     Move body parts (ex. eye gaze, head                                    Indicate response to single routine positional
   triangle, rectangle?)                                                   movement, etc.) when given positional                                   direction: moves in response to directional
  Given a set of shapes with specific attributes (curved                                                                                          prompts (teacher points to right, student moves
   sides, straight sides, right angles, 3 corners, 4 corners,
                                                                           directions ___ up, ___ down, ___side during
   etc.), sort by attribute                                                therapy or class activity                                               to the right; teacher points up, student looks
  Uses 2 tangrams to create a simple shape (two right                    Follow multiple positional directions                                   up/lifts head up)
   triangles to create square, two half circles to create circle          Rotate and positions object to fit directly on                         Indicate need to change position: for desired
  Given a number line map on the floor of the class: find                 top of another object of same dimensions                                item in plain view
   „point 0‟ as starting point and moves to „point 5‟ on
   classroom number line when directed, etc.                               (stacking)
  After moving on path on floor number line, follow path                 Given a block number line map, place body in
   on desk number line                                                     „block 0,‟ „block 1,‟ „block 2,‟ etc.
  Given a block number line map (set of squares in line on               Given a block number line map, move „up
   floor, student can stand in each square): finds „block 0,‟
   „block 4,‟ „block 3,‟ etc.
                                                                           one,‟ down one‟
  Follow a simple game grid with arrows, block map, and
   directional words (forward 2, back 1, etc.)
  Given a set of figures and buildings, responds to
   directions by placing figures „on‟, „in,‟ „under‟, „in front
   of,‟ „beside,‟ „behind,‟ etc.
  Follow a variety of directions: show me right hand, use
   your left foot, get out of desk on left side, etc.

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      36                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 3
 Competency Goal 4: The learner will understand and use data and simple probability concepts

 Objectives:
 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.
 4.02 Determine the number of permutations and combinations of up to three items.
 4.03 Solve probability problems using permutations and combinations.

 Extended Standard: Collect, organize and display data to solve problems (goal is to use graphs and data) Demonstrate permutations and combinations of
 items.
              Symbolic Access Points                         Early Symbolic Access Points                         Pre-symbolic Access Points
  Demonstrate ability to create object graph      Demonstrate ability to identify “more/most”          Choose picture or objects (help collect data)
  Demonstrate ability to identify like and            on a graph                                          to put in data display (e.g. object, graph)
     different combinations                        Demonstrate knowledge of possible                    Demonstrate ability to predict simple
                                                       combinations of items                               activities
                                                                                                         Demonstrate awareness of possible
                                                                                                           combinations of items

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    37                                                                                    4/23/2010
Exceptional Children Division
 Grade 3, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Transfer information from chart to a                               Move marker or photo onto data display to                                 Grasp object and move to put on graph or
       classroom graph (place large plastic garbage                         note lunch choices, snack choice, game                                    display
       bag on floor, use tape to create grid, student                       choice, etc.                                                             Indicate (eye movements, body position, etc.)
       fills each grid block with a card/photo to                         Given a „choice‟ data display/survey ( poster                              where object goes on display
       represent one student in that category)                              at cooking activity – each student chooses                               Choose own photo to use in display
      When given a group of coins, sort and use                            between „make popcorn‟ vs. „make pudding‟)                               Respond to „first-then‟ object display by
       coins to create an object graph on a grid                            with student photos, student indicates which                              completing activity to receive desired activity
      Gather information from classmates on a                              choice has more photos on the display                                     or reinforcer
       birthday month, etc. and displays information                      Place photo of other student in class on chart                            When teacher stops activating a toy or
       on a graph with student photos                                       for „here‟ vs. „not here,‟ „boys‟ vs. „girls,‟                            display, student attempts same action to
      Given a choice of favorite books (and                                „blond hair‟ vs. „brown hair‟                                             activate toy
       choosing a picture card that represents a                          Participate in grouping of students: „hats‟ vs.                           Demonstrate prediction by finding and
       favorite book), arrange picture cards of                             „no hats,‟ in costume – „masks‟ vs. „no                                   repeating action pattern that leads to desired
       favorite books to create a bar graph                                 masks‟                                                                    result with a new toy or activity (presses
      Identify from object graph with more than 2                        Indicate same vs. different with combinations                              switch to activate new toy, shakes new toy
       categories which category has the most                               of items (2 red blocks vs. 3 blue blocks, etc.)                           for noise, turns over new toy, gives toy to
      When comparing own object graph of coins                           Respond to a data display by using „left-to-                               teacher to activate, etc.)
       to that of another student, identify who has                         right‟ work system (with 3 or more activities)
       the most of a specific coin                                          to complete all work activities
      Given different photos of combinations of 2                        Choose photo/picture card from choice board
       students in class (multiples of each - Bobby                         (2 choices) for upcoming activity (break
       & Sue, Bobby& Frank, Sue and Bobby, etc.),                           choice, activity center choice – computer
       identify like and different permutations (same                       game, song choice, book choice)
       people, different sequence)                                        Reject photo/picture card on choice board that
                                                                            is not possible (green milk, blue raisins, etc.)
                                                                          Given two sets of 4 colored markers and 4
                                                                            colored caps (yellow, green, red, blue),
                                                                            recognize same and different in combinations
                                                                            – yellow marker/red cap vs. yellow
                                                                            marker/yellow cap, etc.)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      38                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 3
 Competency Goal 5: The learner will recognize, determine and represent patterns and simple mathematical relationships

 Objectives:
 5.01 Describe and extend numeric and geometric patterns.
 5.02 Extend and find missing terms of repeating and growing patterns.
 5.03 Use symbols to represent unknown quantities in number sentences.
 5.04 Find the value of the unknown in a number sentence.

 Extended Standard: Demonstrate and extend patterns. Model equality including the use of number sentences.

                Symbolic Access Points                                             Early Symbolic Access Points                                         Pre-symbolic Access Points
      Demonstrate the ability to create and extend                         Demonstrate ability to recognize, repeat,                             Demonstrate ability to repeat a pattern
       patterns                                                              copy, and extend a pattern                                            Demonstrate awareness of equality
      Demonstrate understanding of equality with                           Demonstrate knowledge of equality relative
       concrete objects, pictures, and words                                 to simple number sentences


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    39                                                                                    4/23/2010
Exceptional Children Division
 Grade 3, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a set of containers and objects, put same                      Activate an electronic device ,etc. on the teacher‟s                     Turn head or gaze in response to routine rhythmic
       number of objects in each container with 4 or                         count of ____                                                             pattern (song line, clapping pattern, circle game,
       more objects – 4 bears in each cup, 4 pennies in                     Recognize pattern of sounds by turning toward                             etc.)
       each jar, etc.) – create equal sets                                   door to go outside (3 beeps means outside time)                          Hit a switch to demonstrate recognition of a
      Follow simple jig or diagram to create equal                         Indicate recognition by eye gaze or pointing of                           repeated pattern (line in song, etc.)
       multiple sets of 4 or more objects (puts number                       sorting by one attribute (red vs. blue vs. green)                        Mimic sound, attempts to repeat vocal pattern to
       cards 1, 2, 3 & 4 in each of several containers,                     Copy 2-component pattern (clap, slap legs, clap,                          get teacher to sing a song line, to move student‟s
       puts red, blue, yellow and green bear in each of                      slap legs, etc.)                                                          arms in a pleasurable pattern, etc.
       several containers, etc.)                                            Match multiple 3-dimensional objects to 2-                               Indicate recognition of a repetitive line in a story
      Use color-shape blocks (with distractors) to                          dimensional shapes on cards (puts green block on                          or song by pushing a switch (S. Silverstein
       extend pattern or sequence with 3 different blocks                    green square and blue block on blue square on                             poems; country music; Macarena)
       (red square, yellow circle, blue triangle, red                        card, puts orange block on orange square and                             Sort objects into forced-choice jig (stack bowls
       square, yellow circle, blue triangle, etc.)                           yellow block on yellow square on card, etc.)                              vs. cups, spoons vs. plates)
      Use color-shape blocks to extend pattern or                          Sort 3 sets of objects (sort by color or shape)                          Match object to identical object
       sequence involving multiples of one block (2 red                     Use a simple diagram (requiring 1:1
       circles, 1 blue square, 2 red circles, 1 blue square,                 correspondence – put an object on a silhouette or
       etc.)                                                                 photo) or container organization (set of blocks in
      Given a model and practice at copying a 3-                            one container and set of small boxes in a second)
       component pattern of motor movements                                  to repeat a simple assembly – put one block in each
       (stomp/pat head/clap, etc.), generate a 23-                           box, put one fork in each bag, etc.)
       component pattern (such as clap/stomp/pat chest)                     Follow simple jig or diagram to create equal sets of
      Given an object-number sentence with a + or –                         2 objects (one fork and one napkin in each bag,
       sign and total number of objects, 8 or less, add or                   one red bear and one blue bear in each box, etc.)
       subtract to create balanced number sentence (3
       bears + 3 bears = ____)
      Given a number line and a skip count board (by
       cutting slits in cardboard), place board on line,
       counts by 2‟s and writes out list of 2‟s on paper
       (or puts numerals in sequence by 2‟s)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      40                                                                                     4/23/2010
Exceptional Children Division
  Subject: Math                             Grade Level: 4
 Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers

 Objectives:
 1.01 Develop number sense for rational numbers 0.01 through 99,999. a) Connect model, number word, and number using a variety
      of representations. b) Build understanding of place value (hundredths through ten thousands). c) Compare and order
      rational numbers. d) Make estimates of rational numbers in appropriate situations.
 1.02 Develop fluency with multiplication and division: a) Two-digit by two-digit multiplication (larger numbers with
      calculator). b) Up to three digit by two-digit division (larger numbers with calculator). c) Strategies for multiplying
      and dividing numbers. d) Estimation of products and quotients in appropriate situations. e) Relationships between
      operations.
 1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves,
      fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers.
 1.04 Develop fluency with addition and subtraction of non- negative rational numbers with like denominators, including decimal
      fractions through hundredths. a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and
      differences. c) Judge the reasonableness of solutions.
 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators
      or computers, and paper and pencil.

 Extended Standard: Develop number sense with rational numbers. Represent numbers in different forms. Develop fluency with adding to, taking away from and equal
 grouping. Identify and compare part-whole relationships. Develop flexibility in solving mathematical problems by selecting strategies and using appropriate technology.

                  Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to rote count orally or in written               Demonstrate ability to rote count.                                    Demonstrate ability to perform requested activity on a
       form                                                                 Demonstrate ability to trace number 1-10+                              specified count
      Demonstrate ability to recognize numerals and match                  Demonstrate knowledge of adding to and taking away                    Demonstrate ability to attend to or respond to objects
       them to number words and/or pictorial representation                 Match fractional pieces to picture representation                      being counted
      Demonstrate understanding of ordinal numbers                         Demonstrate ability to match fractional pieces to                     Demonstrate ability to request “one more”
      Demonstrate understanding of addition and subtraction                 picture representation                                                Demonstrate awareness of one to one correspondence
       facts                                                                Demonstrate use of one problem solving strategy                       Demonstrate awareness of whole vs. part
      Demonstrate ability to skip count by 10‟s
      Demonstrate the ability to count backwards
      Demonstrate understanding of a fraction using area or
       regional models
      Demonstrate ability to solve simple story problems
      Use appropriate technology to solve problems
      Demonstrate understanding of multiplication

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expressio n?

Department of Public Instruction                                                                    41                                                                                    4/23/2010
Exceptional Children Division
 Grade 4, Comp 1               Symbolic Demonstrators                              Early Symbolic Demonstrators                                           Pre-Symbolic Demonstrators
           Count with variety of activities to 15: bounce                        (Take one/give one) – Pass out one cookie to each               Indicate expectation of more as „one more‟ is
            ball, jump, blink eyes, claps, etc.                                   student in class, pass out one book per child, take up one
                                                                                  pencil per student, etc.
                                                                                                                                                    added (shows emerging joint attention to cracker
           When teacher points to a number on a                                 When presented with two unequal sets (plate with 2                and teacher to indicate desire for more)
            number line, count to number in correct                               cookies, and plate with 3 cookies), add to one plate to          Indicate expectation of less as „one less‟ is taken
            sequence (up to 15)                                                   create equal sets                                                 from (shows joint attention to teacher and objects
                                                                             
           Rote count to 30, to 50, etc.                                         Count rotely to 3
                                                                                                                                                    as teacher takes from, indicates „stop‟ or rejection
                                                                                 While teacher counts „one,‟ „two,‟ „three,‟ „four, „five‟
           Count out correct number of objects to match                          indicate one object and then another                              in behavior)
            numeral card                                                         Use 1:1 correspondence to match number of objects to             Use 1:1 correspondence to complete simple tasks
           Use a countdown clock to count days to the                            numeral cards with „silhouetted‟ counters (numbers 1,             (puts one object in each of several containers)
                                                                                  2,3)
            weekend
                                                                                 Count number of body parts – two legs, two arms, one             Respond with a routine behavior in respond to end
           Count out correct number of counters to                               mouth, etc. (1 and 2)                                             of count (raises arms after teacher counts to 3)
            match numeral on the front of each of a series                       Indicate number displays in various settings: clock on           (Take one/give one) – Take one cookie at snack,
            of cups                                                               stove, clock on wall, timer display, numbers on
                                                                                                                                                    one cup of juice, one toy from shelf, one book for
           Use connecting blocks to follow directions                       
                                                                                  thermometer, etc.
                                                                                  Sort or matches numbers (5 numbers)                               reading time, one spoon from set of spoons for
            (build a stack that is 1 more than 3, 2 more                         Trace numbers                                                     eating pudding, etc.
            than 4, 1 less than 5, etc.)                                         Given a number on a card, use modified keyboard to               When directed to „give me all,‟ student gives all
           Match numerals to number words                                        produce number on computer
                                                                                                                                                    (blocks, manipulatives) one at a time or as a
           Count out objects and writes corresponding                           Put number of counters in cup to match number of dots
                                                                                  on cup (1 , 2, & 3)                                               handful
            numeral                                                              Add same number of objects (1, 2, or 3) to series of             Put in „all‟ objects to complete a task (all shapes
           Count same number of counters in cups to                              containers (plate, cup, bowl, etc.)                               in sorter, all objects in container to top, etc.)
            match number of dots on cups                                         Take away same number of objects (1 or 2) from series
                                                                                                                                                   Choose „whole‟ over „part‟ with preferred items
           When presented with two sets of objects,                              of containers
                                                                                                                                                    (whole cookie vs. small piece, full glass of juice
                                                                                 Manipulate models to create „whole‟ from „parts‟ of
            count and identify which is more, is less                             object or shape: put all train cars together to make whole        vs. splash of juice in glass)
           After counting one snapped-block tower &                              train, put together two halves of orange, three thirds of
                                                                                                                                                   Indicate recognition (i.e. eye gaze, point or turn
            given a second tower of a different number,                           apple, four quarters of square, cookie or other shape, etc.
                                                                                 Match equal fractional „parts‟ of object or shape to              to, vocalization) of need to complete whole or
            identify which is more and by how much                                                                                                  acts to complete whole: puts piece of apple in
                                                                                  diagram or picture to complete whole
           Fold paper to create halves, thirds, quarters                        Communicate need for „one more‟ to complete task                  apple to make whole apple, two halves of an
           Identify „one-half‟ with folding, cutting and                         (given a pair of shoes and one sock, indicates need for           orange together, etc.
            manipulative activities (play-doh, pizza,                             one sock to have materials needed/ given 3 diagrammed
                                                                                  placemats and one spoon on each of two, indicate need            Indicate recognition (i.e. one full eye gaze,
            folded paper, etc.)                                                   for „one more‟ spoon to complete task)                            point/turn, head movement) of difference in
           Multiplication - Give 2 cookies to each of                           Communicate need for „one less‟ to complete task (given           amounts or more: full bowl of popcorn vs. bowl
            three students, give 1 pencil to each of 5                            3 socks and two shoes, removes extra sock/puts away to            with one kernel, m & m‟s; full cup of juice vs.
            students, give 3 counting cubes to each of                            show lack of need)
                                                                                 Indicate which of two plates has „more‟ of a food item on         cup with small amount; containers with various
            two students                                                                                                                            contents, box with 1 crayon/colored pencil and
                                                                                  it (4 crackers vs. 1 cracker)
                                                                                 Adjust number of items in two containers to create equal          box full of crayons/colored pencils
                                                                                  number in each (given 2 cookies on one plate, a second
                                                                                  plate and a bag of cookies, puts same number on second
                                                                                  plate, OR given plate with 3 cookies and plate with 1
                                                                                  cookie, adjusts quantity to equalize)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).
Department of Public Instruction                                                                    42                                                                              4/23/2010
Exceptional Children Division
Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).
 Subject: Math               Grade Level: 4
 Competency Goal 2: The learner will understand and use perimeter and area

 Objectives:
 2.01 Develop strategies to determine the area of rectangles and the perimeter of plane figures.
 2.02 Solve problems involving perimeter of plane figures and areas of rectangles.

 Extended Standard: Develop strategies to find perimeter and area. Solve area, perimeter and measurement problems.

                Symbolic Access Points                                              Early Symbolic Access Points                                           Pre-symbolic Access Points
      Demonstrate understanding of perimeter as                              Demonstrate knowledge of perimeter as                                 Demonstrate awareness of physical
       distance around a two-dimensional figure                                distance around                                                        boundaries
      Demonstrate understanding of area (amount                              Demonstrate knowledge of area as amount                               Demonstrate awareness of area
       „on‟ a two-dimensional figure)                                          within a boundary

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                      43                                                                                     4/23/2010
Exceptional Children Division
 Grade 4, Comp 2                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Count objects (inch cubes, counters, etc.) used to                   Use objects (blocks, chips, counters, etc.) to outline                Fill a container to the rim with objects to
       outline perimeter of a rectangle or two-                              the perimeter of a rectangle or two-dimensional                         demonstrate awareness of area
       dimensional figure – uses non-standard                                figure                                                                Fill a container to the rim with liquid to demonstrate
       measurement to measure perimeter (book cover,                        Use string to outline perimeter of an object or two-                    area
       sheet of paper, drawn shapes, etc.)                                   dimensional figure                                                    Move to barrier (perimeter) and turn to stay within
      Compare length of perimeter of two rectangles to                     Use sections of toy fence to create border around                       designated space when provided teacher direction
       determine which is greater – after using string to                    farm play space, etc.                                                   (play space barriers, low partitions, etc.)
       outline perimeter of two figures, identifies which                   Identify line barrier of space (play area, computer                   Keep own materials within designated space when
       string/perimeter is longer                                            station, work station, etc.) and act in ways (moves                     provided teacher direction (work table, play space
      Determine area of two-dimensional figure (square                      to stay in space, sees when outside of space and                        on table with borders or partial barriers, etc.)
       or rectangle) using non-standard measurement                          moves to return within area, etc.) that demonstrate
       (number or blocks to fill area of square or                           symbolic barriers (line as barrier) when provided
       rectangle, number of toy cars that fit in different                   teacher direction
       size „pretend‟ parking lots, etc.)                                   Place objects within a perimeter of a two-
      Compare area of 2 two-dimensional figures by                          dimensional figure to fill the area
       comparing number of uniform objects (toy cars in
       parking lots) to determine which holds more/has
       larger area
      Use a measuring tape to measure around cereal
       box, around book, around a rectangular object,
       etc. and identifies length of perimeter with tape
       (points to or holds tape at point of full perimeter)
      Create a model of a square foot by gluing or
       attaching inch cubes to a poster board
      When presented with 3 rectangles made of inch
       cubes (2 rectangles made of 16 cubes with
       different perimeters, 1 made of 14 cubes), find the
       two that have the same area
      When given equal numbers (sets) of inch cubes
       (i.e., 16), make different rectangles of differing
       perimeter (8x2 vs. 4x4) with each set to
       demonstrate unequal perimeter and equal area
      When given a 100-block grid (or other smaller
       square grid) divided into 4 by a horizontal line
       and a vertical line, count blocks in area of each of
       4 rectangles and identify largest and smallest
       areas

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).


Department of Public Instruction                                                                      44                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 4
 Competency Goal 3: The learner will recognize and use geometric properties and relationships

 Objectives:
 3.01 Use the coordinate system to describe the location and relative position of points and draw figures in the first quadrant.
 3.02 Describe the relative position of lines using concepts of parallelism and perpendicularity.
 3.03 Identify, predict, and describe the results of transformations of plane figures. a)Reflections. b)Translations. c)Rotations.

 Extended Standard: Place items at specific locations on a grid. Position items in parallel and perpendicular placements. Demonstrate model
 transformation of figures in a plane (recognize that transformed shapes are congruent – exact match) A) Reflections – flips (mirror) B) Translations –
 slides C) Rotations - turns
             Symbolic Access Points                             Early Symbolic Access Points                        Pre-symbolic Access Points
      Demonstrate ability to identify specific places on                   Demonstrate knowledge of perpendicular and                            Demonstrate awareness of rotations, reflections
       a grid                                                                parallel lines                                                         and translations
      Demonstrate ability to create perpendicular and                      Demonstrate knowledge of rotations, translations                      Demonstrate ability to track a stimulating object
       parallel lines                                                        and reflections                                                        across a plane
      Demonstrate rotations, reflections and translations


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    45                                                                                    4/23/2010
Exceptional Children Division
 Grade 4, Comp 3                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Identify x and y axes on coordinate graph                               Find a point on a number line (up to 4)                               Given a reflection of a hidden object in a mirror
      Given a positive numbered quadrant with each point                      When presented with a square cut into fourths                          (position mirror, screen and object so that object
       numbered and marked x and y axes, find point in                          with 2 diagonal cuts, rotate resulting 4 triangles                     is visible only in the mirror) , choose same object
       quadrant (i.e., [2,3]                                                    to stack on top of each other (rotation)                               from 2-3 choices
      Given a positive numbered quadrant and a visual cue to
                                                                               When presented with circles cut in half, rotate to                    Slide, flip and turn in at least 3 situations to
       identify each die as an axis, roll two dice ( two colored
       dice - red is x, blue is y) and plot 5 points correctly                  stack on top of each other                                             demonstrate alignment: orient glasses to go on
      Identify lines that intersect (cross) with straws, pencils,             Arrange (flips, turns and slides) parquetry blocks                     face, turns CD to fit in CD player, adjust chair to
       pipe cleaners and line drawings.                                         to fit an outlined shape, using 2-4 shapes/blocks                      fit under table, hang up receiver on phone, put
      Given two objects (straws, pipe cleaners, etc.), identify              Identify lines that intersect (cross) with straws,                      folder in a file rack, etc.
       intersection                                                             pencils, pipe cleaners, etc.                                          When watching a desired object go off the edge of
      Given two straws (pipe cleaners, strings, etc.), form                   Identify (touch, point) the point of intersection of                   a table, look for it on floor
       perpendicular lines                                                      two lines.
      Given two straws (pipe cleaners, etc.), form parallel
                                                                              Given one set of two straws set in the
       lines
                                                                                perpendicular and two other sets of straws
      Given 2 lengths of tagboard/card stock and a brad
       (connecting lengths in middle), turn lengths to create                   crossing at other angles, indicate the
       perpendicular lines                                                      perpendicular lines
      Identify x and y axes on a coordinate graph as                         Given one set of two straws set parallel and two
       perpendicular; identify perpendicular in furniture, in                   other sets of straws set to cross, indicate parallel
       windows, etc.                                                            lines
      Identify parallel in furniture, in windows, etc in room                Given a reflection of a hidden object in a mirror
      After cutting a square into fourths with 2 diagonal cuts,                (position mirror, screen and object so that object
       rotate resulting 4 triangles to stack on top of each other               is visible only in mirror) identify what is behind
       (rotation)
                                                                                the screen
      After cutting equilateral triangles in half (angle to
       bisected side), rotate resulting triangles to stack on top             Given a reflection of a hidden object in a mirror
      Create tessellation of hexagons, equilateral triangles or                and a matching object, rotate and translate object
       squares by rotating and arranging in a mosaic or                         to match orientation
       checkered pattern                                                      Given a triangle placed flush against a mirror,
      When presented with a piece of paper with horizontal                     identify „reflected‟ shape from two choices
       line, 60 degree intersecting line and “R” and folds to                   (triangle and diamond) * (can use half-circle and
       reflect “R,” describe or identify reflections (flips) of a               circle)
       shape
      Demonstrate a translation of an object by moving
       (sliding) without changing orientation – move without
       turn or flip


Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      46                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 4
 Competency Goal 4: The learner will understand and use graphs, probability and data analysis

 Objectives:
 4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.
 4.02 Describe the distribution of data using median, range and mode.
 4.03 Solve problems by comparing two sets of related data.
 4.04 Design experiments and list all possible outcomes and probabilities for an event.

 Extended Standard: Collect, organize and display data to solve problems (goal is to use graphs and data – bar graphs, tallies, pictographs, Venn
 diagrams, circle graphs, line plots, tables). Describe events as certain, impossible, more likely or less likely to occur

                Symbolic Access Points                                             Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to create a simple data                          Demonstrate ability to create a simple data                           Choose picture or objects (help collect data)
       display                                                               display                                                                to put in data display (e.g. object, graph)
      Demonstrate ability to interpret data display                        Demonstrate knowledge of mode (most often                             Demonstrate awareness of mode (most often
      Demonstrate understanding of mode                                     occurring)                                                             occurring) of a data set
      Demonstrate understanding of probability                             Demonstrate knowledge of probability                                  Demonstrate awareness of probability
       (certain, impossible, more likely or less likely                      (certain, impossible, more or less likely to                           (certain, impossible, more likely or less likely
       to occur)                                                             occur)                                                                 to occur)

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    47                                                                                    4/23/2010
Exceptional Children Division
 Grade 4, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Tally information and represent it on a graph display                  After students make choices for snack (two                             Indicate (eye movements, body position, etc.)
       (from classroom census activity with questions related
                                                                               choices) with picture/object cards, collect                             where object goes on display (matches object
       to favorite foods, toys, books,
      From a created daily activity display (picture schedule                 picture/object cards and sort them onto chart                           choice to object graph)
       or display of activities each hour of day), transfer                   Given a picture or object display of student                           Choose one object card from display (empty
       pictures in display to bar graph                                        choices for snack (two choices), identify                               cracker box vs. empty juice box) and place in
      After sorting and using coins to create an object graph                 which choice is most often occurring (mode)                             corresponding display area to make a choice
       on a grid, compare amounts to identify most and least
      Gather information from classmates on birthday
                                                                              Respond to a data display by using picture                              (place empty juice box on display attached to
       month, etc. and display information on a graph with                     (or number or letter)card work system (at                               full juice container)
       student photos                                                          least 2 cards) to complete all work activities                         Choose own photo to use in class display
      Identify from object graph the categories with most and                Put marker on job card (up to 3 counters) for                          Respond to „first-then‟ object display by
       least number                                                            each completed activity to create a chart/data                          completing activity to receive desired
      When comparing own object graph of coins to that of
       two other students, identify who has the most and the                   display of finished work                                                activity or reinforcer
       least of a specific coin                                               Choose photo/picture card from choice board                            When teacher stops activating an appliance,
      Given 20 Skittles, tally different colors and displays on               (3 or more choices) for upcoming activity                               student attempts same action to activate
       a bar graph                                                             (break choice, activity center choice –                                 (predicting effect)
      Compare Skittles graph to that of another student and
       note differences in number of one color of Skittles
                                                                               computer game, song choice, book choice)                               Demonstrate recognition of how an action
      After dealing out 7 playing cards ( deck made only of A                Reject photo/picture card on choice board                               will „certainly‟ affect change: When I flip
       through 10) and sorting them by number, identify the                    that is not possible (when requesting a cup                             switch, lights come on; Put key in lock, get
       mode (most often occurring)                                             for juice, takes juice cup over broken cup)                             in the door; Open refrigerator, get food
      Given a chart of temperatures for 10 days, sort                                                                                                After using a specific action pattern with one
       temperatures and identify the mode (most often
       occurring)
                                                                                                                                                       toy, demonstrate prediction by repeating
      Given two containers to sort „impossible‟ and „certain‟                                                                                         action pattern with a new toy or activity
       and a set of picture cards (green dog, purple boy, sun in                                                                                       (press switch to activate new toy)
       the sky, etc.), sort pictures into two probability
       categories
      Given a line chart (illustrating a continuum from
       impossible to less likely to more likely to certain), and
       3-4 picture/word cards (cow with two heads, snow in
       January, sun comes up in the morning), arrange cards to
       identify probability

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      48                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 4
 Competency Goal 5: The learner will demonstrate an understanding of mathematical relationships

 Objectives:
 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols.
 5.02 Use algebraic expressions, patterns, and one- step equations and inequalities to solve problems.
 5.03 Identify, describe, and analyze situations with constant or varying rates of change

 Extended Standard: Demonstrate and extend patterns. Model and create simple number sentences

                Symbolic Access Points                                             Early Symbolic Access Points                                         Pre-symbolic Access Points
      Demonstrate the ability to create and extend                         Demonstrate ability to recognize, repeat,                             Demonstrate ability to repeat a pattern
       patterns                                                              copy, and extend a pattern                                            Demonstrate awareness of equality
      Demonstrate ability to create simple number                          Demonstrate knowledge of equality relative
       sentences                                                             to simple number sentences


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situatio n.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    49                                                                                    4/23/2010
Exceptional Children Division
 Grade 4, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a set of square blocks (parquetry style), create               Given a set of containers and objects, put same                          Turn head or gaze in response to 2 or more
       squares of different size and identify the increase in                number of objects in each container with 2-3                              different routine rhythmic patterns (song line,
       number of blocks necessary to create proportional                     objects – 3 chips in each cup, 2 pennies in each jar,                     clapping pattern, circle game, etc.)
       squares (1 block for 1 inch square, 4 blocks for 2 inch               etc.) – create equal sets                                                Hit a switch to demonstrate recognition of a
       square, 9 blocks for 3 inch square)
      Given sets of nickels and pennies, demonstrate
                                                                            Given number sentence container jig (on                                   repeated pattern (line in song, etc.) with two or
       equality/proportionality by creating multiple coin                    cardboard base, position a cup on the left, = sign in                     more activities
       number sentences (with nickels and pennies, make                      middle and cup on the right) and presented with 1                        Mimic sound, attempts to repeat vocal pattern to
       equivalent number sentences – 1 nickel = 5 pennies, 2                 to 2 objects in the left cup, put in equal amount on                      get teacher to sing a song line, to move student‟s
       nickels = 10 pennies, etc.)                                           right side                                                                arms in a pleasurable pattern, etc. with at least
      After completing nickel/penny number sentences, count                Follow simple jig or diagram to create equal                              two activities
       pennies or nickels by 5s and identify equality of sets                multiple sets of 3 objects (paper, clip and marker in                    Sort objects into 3 item forced-choice jig (stack
      Create equivalent object number sentences to                          each folder, etc.)                                                        bowls vs. cups vs. plates)
       demonstrate proportionality (i.e, 1 slice of bread = 2               Use visual cues on sorting container to sort by one                      Use simple one-to-one correspondence (container
       half slices, 2 slices of brad = 4 half slices)
                                                                             of two attributes (red/blue/green vs. big/little )                        of bottles/container of tops) to complete simple
      Given 2 sets of items that have a weight or volume
       proportion (1 size weight [oz.] balances 2 smaller                   Sort 3 sets of objects (attributes and sameness                           one-to-one assembly
       weights [1/2 oz.] on a scale), identify and demonstrate               [equality] – function or size)                                           Put one object into each of several containers
       proportionality with the scale up to 3:6)                                                                                                       (fork on each plate, cup on each placemat, etc.)
      Create a set of object number sentences (uses + and =
       signs with weights) to demonstrate proportionality of
       weights in chart or list form (1+1=2, 2+2= 4, 3+3=6)
      Use color-shape blocks to extend pattern or sequence
       involving multiples of one block (3 red circles, 2 blue
       square, 3 red circles, 2 blue square, etc.)
      Given an object-number sentence with a + or – sign and
       total number of objects, 12 or less, add or subtract to
       create balanced number sentence (9 triangles - 5
       triangles = ____)
      Given a number line and a skip count board (by cutting
       slits in cardboard), place board on line, count by 5‟s
       and write out list of 5‟s on paper (or put numerals in
       sequence by 5‟s)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      50                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 5
 Competency Goal 1: The learner will understand and compute with non-negative rational numbers

 Objectives:
 1.01 Develop number sense for rational numbers 0.001 through 999,999. a) Connect model, number word, and number using a variety of representations.
      b) Build understanding of place value (thousandths through hundred thousands). c) Compare and order rational numbers. d) Make estimates of
      rational numbers in appropriate situations.
 1.02 Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths,
      thousandths; mixed numbers). a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the
      reasonableness of solutions.
 1.03 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and
      pencil.

 Extended Standard: Develop number sense for rational numbers. Represent numbers in different forms. Develop fluency with adding to, taking away
 from and equal grouping. Identify and compare part-whole relationships. Develop flexibility in solving mathematical problems by selecting strategies and
 using appropriate technology

                  Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to rote count orally or in                       Demonstrate ability to rote count                                     Demonstrate ability to perform requested activity
       written form                                                         Demonstrate ability to trace number 1-10+                              on a specified count
      Demonstrate ability to recognize numerals and                        Demonstrate knowledge of adding to and taking                         Demonstrate ability to attend to or respond to
       match them to number words and/or pictorial                           away                                                                   objects being counted
       representation                                                       Match fractional pieces to picture representation                     Demonstrate ability to request “one more”
      Demonstrate understanding of ordinal numbers                         Demonstrate knowledge of fractions of                                 Demonstrate awareness of one to one
      Demonstrate understanding of addition and                             concrete/pictorial objects                                             correspondence
       subtraction facts                                                    Demonstrate use of problem solving technology                         Demonstrate awareness of whole vs. part.
      Demonstrate ability to skip count by 5‟s
      Demonstrate the ability to count backwards
      Demonstrate the ability to create and solve simple
       story problems
      Use appropriate technology to solve problems
      Use problem-solving computer programs
      Demonstrate understanding of multiplication

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?


Department of Public Instruction                                                                    51                                                                                    4/23/2010
Exceptional Children Division
 Grade 5, Comp 1                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Count with variety of activities to 20: bounce ball,                 (Take two/give two) – Pass out two cookies to each student in            Indicate expectation of more as „one more‟ is
                                                                             class, pass out two books per child, take up two pencils per
       jump, blink eyes, claps, etc.                                                                                                                   added (shows joint attention to cracker and
                                                                             student, etc.
      When teacher points to a number on a number                          When presented with two unequal sets (plate with 2 cookies,               teacher to indicate desire for more)
       line, count to number in correct sequence (up to                      and plate with 3 cookies), add to one plate to create equal sets         Indicate expectation of less as „one less‟ is taken
       20)                                                                  Count rotely to 5                                                         from (shows joint attention to teacher and objects
      Count out correct number of objects to match                         While teacher counts „one,‟ „two,‟ „three,‟ „four, „five‟ indicate        as teacher takes from, indicates „stop‟ or rejection
                                                                             one object and then another
       numeral card (up to 20)                                              Use 1:1 correspondence to match number of objects to numeral
                                                                                                                                                       in behavior)
      Use connecting blocks to follow directions (build                     cards with „silhouetted‟ counters (numbers 1, 2,3, 4)                    Use 1:1 correspondence to complete simple tasks
       a stack that is 2 more than 5, 4 more than 6, 3 less                 Count number of body objects or possessions up to 3                       (puts one object in each of several containers)
       than 10, etc.)                                                       Indicate number displays in various settings: clock on stove,            Respond with a routine behavior in respond to
                                                                             clock on wall, timer display, numbers on thermometer, etc.
      Match numerals to number words (up to 12)                            Sort or match numbers (6-8 numbers)
                                                                                                                                                       end of count (raises arms after teacher counts to
      Count out objects and writes corresponding                           Trace numbers                                                             4)
       numeral (up to 20)                                                   Given a number on a card, use modified keyboard to produce               (Take one/give one) – Take one cookie at snack,
      Rote count to 50, to 100, etc.                                        number on computer (up to 5)                                              one cup of juice, one toy from shelf, one book for
                                                                            Put number of counters in cup to match number of dots on cup
      When presented with two sets of objects (up to                        (1 , 2, 3 & 4)
                                                                                                                                                       reading time, one spoon from set of spoons for
       20), count and identify which is more, is less                       Add same number of objects (1, 2, 3 or 4) to series of containers
                                                                                                                                                       eating pudding, etc.
      After counting one snapped-block tower & given                        (plate, cup, bowl, etc.)                                                 When directed to „give me all,‟ student gives all
       a second tower of a different number (up to 15                       Take away same number of objects (1, 2) from series of                    (blocks, manipulatives) one at a time or as a
                                                                             containers                                                                handful
       blocks), identify which is more and by how much                      Manipulate models to create „whole‟ from „parts‟ of object or
      Fold paper to create halves, thirds, quarters                         shape: put all train cars together to make whole train, put
                                                                                                                                                      Put in „all‟ objects to complete a task (all shapes
      Identify „one-quarter‟ and one third with folding,                    together two halves of orange, three thirds of apple, four                in sorter, all objects in container to top, etc.)
       cutting and manipulative activities (play-doh,                        quarters of square, cookie or other shape, etc.                          Choose „whole‟ over „part‟ with preferred items
                                                                            Match equal fractional „parts‟ of object or shape to diagram or           (whole cookie vs. small piece, full glass of juice
       pizza, folded paper, etc.)                                            picture to complete whole
      Multiplication - Give 2 cookies to each of three                     Communicate need for „one more‟ to complete task (given a
                                                                                                                                                       vs. splash of juice in glass)
       students, give 1 pencil to each of 5 students, give                   pair of shoes and one sock, indicate need for one sock to have           Indicate recognition (i.e. eye gaze, point or turn
       3 counting cubes to each of two students and                          materials needed/ given 3 diagrammed placemats and one spoon              to, vocalization) of need to complete whole or act
                                                                             on each of two, indicates need for „one more‟ spoon to complete           to complete whole: put piece of apple in apple to
       count out total number provided                                       task)
                                                                            Communicate need for „one less‟ to complete task (given 3
                                                                                                                                                       make whole apple, two halves of an orange
                                                                             socks and two shoes, removes extra sock/puts away to show                 together, etc.
                                                                             lack of need)                                                            Indicate recognition (i.e. one full eye gaze,
                                                                            Identify which of two plates has „more‟ of a food item on it (3           point/turn, head movement) of difference in
                                                                             crackers vs. 2 cracker)
                                                                            Adjust number of items in two containers to create equal
                                                                                                                                                       amounts or more: full bowl of popcorn vs. bowl
                                                                             number in each (given 3 cookies on one plate, a second plate              with one kernel, m & m‟s; full cup of juice vs.
                                                                             and a bag of cookies, put same number on second plate, OR                 cup with small amount; containers with various
                                                                             given plate with 4 cookies and plate with 2 cookies, adjust               contents, box with 1 crayon/colored pencil and
                                                                             quantity to equalize)
                                                                                                                                                       box full of crayons/colored pencils

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).



Department of Public Instruction                                                                      52                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 5
 Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement

 Objectives:
 2.01 Estimate the measure of an object in one system given the measure of that object in another system.
 2.02 Identify, estimate, and measure the angles of plane figures using appropriate tools.

 Extended Standard: Identify and measure angles. Measure objects in different ways or with different tools

               Symbolic Access Points                                             Early Symbolic Access Points                                           Pre-symbolic Access Points
      Measure item with standard or non standard                           Demonstrate knowledge of measurement                                  Demonstrate awareness of concrete
       tools                                                                 tools and their purpose                                                measurement
      Identify 90 degree angles in environment                             Demonstrate knowledge of angles (straight                             Demonstrate awareness of angles (sharp &
                                                                             and not straight)                                                      smooth)


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    53                                                                                    4/23/2010
Exceptional Children Division
 Grade 5, Comp 2                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Using a scale, weigh items or quantities of                        When asked to weigh an item, put item on                                   Fill a container to the rim with objects to
       items in pounds                                                     scale (pour material into container on scale)                               demonstrate area
      Using a scale, weigh items or quantities in                        When presented with a scale and a heavy line                               Fill a container to the rim with liquid to
       ounces                                                              drawn at a point on the scale, pour out                                     demonstrate area
      Use scale to identify number of ounces in a                         material into container on the scale to the line                           Scan surface and place materials on flat
       pound                                                              Given an “angle maker,” manipulate it to                                    surface away from edge
      After cutting set of strings to 1 meter in                          make a straight line when directed                                         Identify edge – show through expression,
       length and set of strings to 1 yard in length,                     Given an „angle maker” presented as a straight                              etc., expectation that pushing an object over
       identify longer unit and identify how length                        line, manipulate it to make it „not straight‟                               the edge of a surface will make it fall off –
       compares with increasing number of added                            when directed                                                               where will it fall?
       units                                                              Given a set of straight rods and bent (not
      Using inch cubes and centimeter cubes,                              straight rods) rods, sort into separate
       identify longer unit and how length compares                        containers
       with increasing number of added units                              During cooking activities and asked to get
      Use quantities of liquid to identify                                measuring cup or measuring spoon, retrieve
       relationship of pint, quart, gallon                                 object from set of cooking utensils
      Given a set of shapes and matching template                        Identify appropriate cup from set of cups as
       for each shape (template will have each angle                       needed for a recipe (using color code system,
       labeled and an arrow pointing to each angle),                       tactile cue system, etc.)
       match shape to corresponding template and
       identify angles (corners)
      Use an “angle maker” (tag board and brad, or
       card stock and brad) to make a right angle
      Identify corners of furniture that are right
       angles
      Identify angles that are not right angles

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      54                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 5
 Competency Goal 3: The learner will understand and use properties and relationships of plane figures

 Objectives:
 3.01 Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons.
 3.02 Make and test conjectures about polygons involving: a) Sum of the measures of interior angles. b) Lengths of sides and diagonals. c) Parallelism and
      perpendicularity of sides and diagonals.
 3.03 Classify plane figures according to types of symmetry (line, rotational).
 3.04 Solve problems involving the properties of triangles, quadrilaterals, and other polygons. a) Sum of the measures of interior angles. b) Lengths of
      sides and diagonals. c) Parallelism and perpendicularity of sides and diagonals.

 Extended Standard: Identify, describe and/or accurately represent a variety of polygons. Demonstrate polygons with rotational symmetry (turn less than
 360 degrees to land on itself – rotate to create exact shape/position). Identify examples of parallelism and perpendicularity in the environment

                Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate ability to identify polygons by                          Demonstrate ability to sort shapes                                    Demonstrate awareness of relationship
       name                                                                 Demonstrate knowledge of symmetry                                      between a shape and its container
      Demonstrate understanding of interior and                            Demonstrate the ability to count the angles                           Demonstrate awareness of attributes of
       exterior angles                                                       on polygons                                                            shapes
      Identify figures with a specified number of
       lines of symmetry


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    55                                                                                    4/23/2010
Exceptional Children Division
 Grade 5, Comp 3                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a rectangular box & lid and a square                             Given 3-4 polygon lids, match lids to                                 Align matching lids to respective containers
       box & lid (marked at mid-point on one edge                              respective containers                                                 Insert shape/polygon into matching size
       of lid and at mid-point of one side of box),                           When given an equilateral triangle template                            container (ball in hoop, letter in slot, penny
       rotate to determine number of places of                                 and an equilateral triangle placed on the                              into piggy bank slot, etc.)
       rotational symmetry                                                     template, rotate the triangle until it again                          Insert two separate shapes into cut-outs of
      Given a set of shapes and matching template                             matches the template („lands on itself”)                               identical size (circle vs. square, etc.)
       for each shape (template will have each angle                          When given a square template and a square
       labeled and an arrow pointing to each angle),                           placed on a template, rotate the square until it
       match shape to corresponding template and                               again matches the template
       counts angles (corners)                                                Given a shape (rectangle) and two familiar
      Categorize shapes by number of sides (3-                                objects (slice of pizza & cereal box), identify
       sided vs. 4-sided)                                                      which object matches the shape
      Categorize shapes by equal vs. non-equal                               Given a triangle and matching template for
       sides                                                                   each triangle (template will have each angle
      Recognize shapes in familiar classroom and                              labeled and an arrow pointing to each angle),
       household objects (kite, window, door, etc.)                            match shape to corresponding template and
      Given a template (labels and points arrows to                           counts angles (corners)
       exterior and interior angles) and a shape that                         Fold paper shapes on line of symmetry when
       matches the template, identify interior vs.                             dotted or bold line is provided (square,
       exterior angles                                                         equilateral triangle, hexagon, etc.)
      Identify and fold paper shapes on line of
       symmetry (square, equilateral triangle,
       hexagon, etc.)
      Given two congruent shapes made of
       construction paper connected at the center
       using a brad and one marked corner, rotate
       the top shape to determine number of places
       that shapes demonstrate rotational symmetry


Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).




Department of Public Instruction                                                                      56                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 5
 Competency Goal 4: The learner will understand and use graphs and data analysis

 Objectives:
 4.01 Collect, organize, analyze, and display data (including stem- and-leaf plots) to solve problems.
 4.02 Compare and contrast different representations of the same data; discuss the effectiveness of each representation.
 4.03 Solve problems with data from a single set or multiple sets of data using median, range, and mode.

 Extended Standard: Collect, organize and display data to solve problems (goal is to use graphs and data – bar graphs, tallies, pictographs, Venn
 diagrams, circle graphs, line plots, tables). Identify the mode of a set of data ( most often occurring)

               Symbolic Access Points                                             Early Symbolic Access Points                                             Pre-symbolic Access Points
      Demonstrate ability to create a simple data                          Demonstrate ability to sort using a variety of                        Choose picture or objects (help collect data)
       display                                                               data displays                                                          to put in data display (e.g. object, graph)
      Demonstrate ability to interpret data display                        Demonstrate ability to identify mode using a                          Demonstrate awareness of an object graph
      Demonstrate ability to identify mode in a                             variety of data displays                                              Demonstrate awareness of mode of a data set
       given data set

Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    57                                                                                    4/23/2010
Exceptional Children Division
 Grade 5, Comp 4                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Tally information and create a graph display                           After students make choices for snack (three                          Indicate (eye movements, body position, etc.)
       (count buttons on own clothes, retrieve number                          choices) with picture/object cards, collect                            where object goes on display (stacks object
       from other students‟ counting, then create bar                          picture/object cards and sort them onto                                choice on object bar graph)
       graph (given a grid sheet, create both axes of                          existing bar graph                                                    Choose one object card from display (empty
       graph and create bars to represent number of
       buttons per student)                                                   Given a picture or object display of student                           cracker box vs. empty juice box) and place in
      After dealing out 7 playing cards ( deck made                           choices for snack (three choices), identify                            corresponding display area to make a choice
       only of A through 10), arrange cards in                                 which choice is most often occurring (mode)                            (place empty juice box on display attached to
       progression from smallest to largest (stem-and-                        Respond to a data display by using picture                             full juice container)
       leaf plot)                                                              (or number or letter)card work system (with                           Add own photo to existing class display
      After dealing out 7 playing cards ( deck made                           at least 3 cards) to complete all work                                Respond to „first-then‟ object display by
       only of A through 10) and arranging in order,                           activities                                                             completing activity to receive desired activity
       identify median                                                        Put marker on job card (up to 5 counters) for                          or reinforcer
      Given a chart of temperatures for 5 days, arrange                       each completed activity to create a chart/data                        Demonstrate recognition of how an action
       temperatures in order (stem-and-leaf-plot) on
       display
                                                                               display of finished work                                               will „certainly‟ affect change: flip switch,
      Create a pie chart (given a pie plate set up with
                                                                              Choose photo/picture card from choice board                            lights come on; Put key in lock, get in the
       dividers to create a number of compartments                             (4 or more choices) for upcoming activity                              door; Open refrigerator, get food; turn faucet,
       equal to number of students) to show all student                        (break choice, activity center choice –                                water comes out
       snack choices on a given day (sort choices and                          computer game, song choice, book choice)                              After attempting unsuccessfully to activate a
       place sorted choices in groups within pie plate)                       Reject photo/picture card on choice board                              new toy with a specific action pattern,
      Given a set of activity pictures representing all                       that is not possible (when requesting a cup                            demonstrate prediction by attempting
       activities in a school day, sort and arrange                            for juice, takes juice cup over strainer)                              alternate action pattern (when hitting switch
       pictures to identify most frequently occurring                                                                                                 does not work reaches to teacher)
       (mode)
      Identify from pie chart the categories with most
       and least number
      Flip a coin ten times, tally heads and tails and
       create a bar graph to represent flips
      Given a line chart (illustrating a continuum from
       impossible to less likely to more likely to certain),
       and 5-8 picture/word cards (snow in June, hail
       storm, raining with no clouds in sky, etc.), arrange
       cards to identify probability
      Given a classroom census on favorite foods, etc.,
       tally all student choices and identify range of
       choices (number of favorites)

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).


Department of Public Instruction                                                                      58                                                                                     4/23/2010
Exceptional Children Division
 Subject: Math               Grade Level: 5
 Competency Goal 5: The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation

 Objectives:
 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols.
 5.02 Use algebraic expressions, patterns, and one- step equations and inequalities to solve problems.
 5.03 Identify, describe, and analyze situations with constant or varying rates of change

 Extended Standard: Demonstrate and extend patterns. Recognize and describe constant and varying rates of change (faster and slower)

                Symbolic Access Points                                            Early Symbolic Access Points                                            Pre-symbolic Access Points
      Demonstrate the ability to create and extend                         Demonstrate ability to recognize, repeat,                             Demonstrate ability to repeat a pattern
       patterns                                                              copy, and extend a pattern                                            Demonstrate awareness of equality
      Demonstrate the ability to recognize and                             Demonstrate ability to recognize constant and                         Demonstrate awareness of constant and
       describe constant and varying rate of change                          varying rates of change (faster and slower)                            varying rates of change (faster & slower)
       (faster and slower)


Communicate or Demonstrate Understanding: At this level, the student is actively demonstrating understanding of the concept through actions or words. The student manipulates materials with an understanding
of relationship. The student will use the concept with familiar materials and situations and begins to apply the concept in a new situation.

Demonstrate Knowledge: Demonstrating knowledge requires more active and functional manipulation of the materials. Does the student demonstrate the ability to predict an action or to connect related objects or
materials through a concept? Demonstrating knowledge implies acting with some knowledge of a concept.

Demonstrate Awareness: Note that demonstrating awareness is consistently used as the simplest way that a student can demonstrate competence. Through repeated exposure to materials and their use at a functional
level, does the student demonstrate familiarity or expectation of a specific result with the materials through eye gaze and attention, through movements, or through expression?




Department of Public Instruction                                                                    59                                                                                    4/23/2010
Exceptional Children Division
 Grade 5, Comp 5                Symbolic Demonstrators                               Early Symbolic Demonstrators                                             Pre-Symbolic Demonstrators
      Given a set of equilateral triangles (parquetry                        Indicate that flipping switch will turn fan on                        Indicate to turn fan on higher speed or lower
       style), create proportional triangles of different                      higher or lower speed                                                  speed (to produce more or less air on face or
       size and indentify (counts) the increase in number                     Given number sentence container jig (on                                body)
       of blocks necessary to create proportional                              cardboard base, position a cup on the left, = sign                    Hit a switch to demonstrate recognition of a
       triangles (1 triangle vs. 4 triangles vs. 9 triangles                   in middle and cup on the right) and presented with                     repeated pattern (line in song, etc.) with three or
       in tessellation)                                                        1 to 3 objects in the left cup, put in equal amount                    more activities
      Given sets of dimes and pennies, demonstrate                            on right side                                                         Sort objects into 4 item forced-choice jig (stack
       equality/proportionality by creating multiple coin                     Follow simple jig or diagram to create equal                           bowls vs. cups vs. plates vs. small plates)
       number sentences (with dimes and pennies, makes                         multiple sets of 4 objects (green paper, red paper,                   Use simple one-to-one correspondence (container
       equivalent number sentences – 1 dime = 10                               clip and marker in each folder, etc.)                                  of bottles/ container of tokens/container of tops)
       pennies, 2 dimes = 20 pennies, etc.)                                   Use counting jig (up to 5 items) to package                            to complete simple one-to-one assembly with
      After completing dime/penny number sentences,                           consistent set of items                                                three parts
       count pennies or dimes by 10s and identify
       equality of sets
      Create equivalent object number sentences to
       demonstrate proportionality (i.e., 1 orange = 4
       slices, 2 oranges = 8 quarters, 1 dollar = 4
       quarters, 2 dollars = 8 quarters, 1 quarter = 5
       nickels, 2 quarters = 10 nickels, etc.)
      Given 2 sets of items that have a weight or
       volume proportion (1 gallon = 4 quarts) , identify
       and demonstrate proportionality with the scale up
       to 3:12)
      Create a set of object number sentences (use x and
       = signs with weights, volume, functional
       relationship) to demonstrate proportionality of
       weights, volume, etc. in chart or list form (1x2=2,
       2x2= 4, 3x2=6), one pair of socks=2 socks, 2
       pairs+ 4 socks, etc.
      Skip count on calculator with 2s, making number
       sentences for each skip
      Given a Celsius thermometer, a quart of room
       temperature water, and 3 ice cubes, identify and
       chart temperature of water (after placing ice cubes
       in water) every 30 seconds (using timer) to track
       rate of change

Identify: The student generates response independently and communicates the response in their mode of communication (verbal, eye gaze, switch, picture communication, etc).

Indicate: The student chooses from an array of responses (concrete objects, pictures, etc) via the student‟s mode of communication (verbal, eye gaze, switch, picture communication, etc).



Department of Public Instruction                                                                      60                                                                                     4/23/2010
Exceptional Children Division

				
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