Child Profile by Angela Brown & Ashley Vautour (lesson plan by Angela Brown)

Christopher Robin is 9 years old. He was diagnosed with a Learning Disability at the age of 4. He has
dyslexia, which means he has trouble reading written text. He enjoys playing outdoors and is a kinesthetic and
auditory learner. Comprehension is high when text is not a huge factor, such as watching a movie, describing a
picture, or showing his understanding in sports. Many teachers in the past have labelled his behaviour as lazy,
and he is often seen daydreaming in class. Specifically, he is strong at visual arts and physical education but has
problems with accurate word recognition, decoding, and spelling. His reading level is below what is expected
for his age and also shows a lack of skill in writing legibly.
Due to the fact that Christopher is learning at a pace behind that of his peers, he has also acquired some
behaviour issues in regards to learning. This is because of the frustration that accumulates from doing assigned
tasks that do not accommodate his learning style. Therefore, he is often seen as having poor organization and
low attention span, and needs more time to finish his work. He is often seen as lazy, defiant, and disruptive in
previous classrooms and cannot focus on tasks such as silent reading and writing, which is needed for all .
Christopher will show signs of disengagement and frustration when he is told to note-take or read aloud. He
enjoys participating in group work as long as he is not forced to read to peers or do strenuous writing tasks.
Working with him individually, and allowing time for group work will help benefit the child. By
focusing on his strengths, lessons can be adapted to help accommodate his learning style into the classroom to
benefit all learners. Although his style of learning needs to be met at a slower and different pace, he shows
great understand of the lesson when it is taught appropriately to his needs.

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Adapted Lesson Plan: Grade 4 Literacy Block

EDUC 5923
Adapted Lesson Plan

Name: Angela Brown

Grade Level: 4
I.

Time: 40 minutes

Subject: Math

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline)

GCO: Number (N): Develop number sense
N4 Explain the properties of 0 and 1 for multiplication and the property of 1 for division.
N5 Describe and apply mental mathematics strategies, such as:
skip counting from a known fact
using doubling or halving
using doubling or halving and adding or
subtracting one more group
using patterns in the 9s facts
using repeated doubling
to determine basic multiplication facts to 9 9 and related division facts.

II.

Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can
statements):
I can multiply from 1-9
I can learn to use objects to symbolize equations
I can relate addition and subtraction to multiplication
I can use different mathematical approaches to help me find an answer

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III.

Lesson Rationale:
Why are you teaching this lesson?
Students will learn how to multiply using different methods. These approaches to
multiplication will be practiced at different stations and students will learn which approach best
fits their learning style. This will aid them in learning multiplication strategies for future use.
What requisite skills do students need in order to access the lesson & participate fully
in this lesson?
Students need to have previous instruction in introducing multiplication. They also need
to be ready to move, be able to listen to instruction before engaging in the activities, be ready
to work with others, and have prior knowledge of addition and subtraction.
How does this lesson fit in the prescribed curriculum?
It teaches students to multiply numbers of 1-9 by using prior knowledge of multiplication,
addition, and subtraction to solve new problems practically. They will use mathematical
strategies to multiplication such as arrays, doubling, halving, grouping, and patterns to further
their knowledge and understanding.
How does the lesson build on previous lessons or previous learning?
This lesson builds on previous learning by reviewing multiplication strategies in a different way.
Multiplication was taught last year in grade 3 and students need to be able to remember how
to multiply, and find the best way for them to understand multiplication. Old strategies will be
revisited in different ways to help all learners in the classroom.

IV. Materials & Resources (teacher materials, student materials etc.):

Student materials: Play Doh (9), egg cartons (9), pennies, nickels, and dimes in a baggy,
blank computer paper, pencils and erasers
Teacher materials: 9 small baskets to hold materials in, whiteboard markers in at least 2 colors
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What is the teacher doing?

What are students doing?

- Introduce the lesson and how excited you are After 10 minutes of transitioning into the math
to teach them fun ways of doing
lesson, the teacher instructing, and modeling
multiplication.
the first task:
- Activate their prior knowledge by quickly
asking them what they will
1st task (10 minutes):
- Students will take out the baggy of nickels
- Instruct the class that they will work in pairs
and dimes.
and both will get a chance to use the
- The teacher will call out different equations.
materials as their is two sets of all tasks at
students will have to create the answer with
their desk.
their money!
- Describe what each task entails to the whole 5 minutes listening to teacher model 2nd task
class and write it on the board for reference in 2nd task (10 minutes):
large print with clear spaces in between each - Groups will take out 1 egg carton from their
word. Draw a picture of the materials needed basket and Play Doh
for each beside the instruction so the
- In pairs, they will create the amount of play
students can associate the correct material
doh per units
with the task.
- When they feel like they have shown the
- Have the class explain why we are doing this answer, they will compare with the group next
activity by asking open-ended questions to
to them. If they are unsure, the group next to
the class, such as what is multiplication?
them can assist.
why do we use multiplication?
- Students will then get into groups of 2 and
- Expand on the instruction by emphasizing
begin after the teacher has modeled and
that this is a fun activity to help students try
instructed them to start. Students can touch
out different math techniques. You are not
the materials while they wait if they feel
testing them on their answers. You want to
fidgety but they must work together by
see that they are participating and
listening to instruction and doing the project
contributing equally with their partner.
with their partner.
- Form groups of 2 (for a class of 18 students= - Students will put their materials back into
46 groups). Tell them that they can work
their groups basket.
anywhere in the classroom they like but they
must stick with that area. They can use a
10 min:
table or sit on the floor. As long as they work - Students will ask questions, and reflect upon
productively.
the lesson (what they liked/did not like), any
approaches they would rather use, etc.
- Tell the students who their partner is and
instruct them to move to an area of the room 5 min:
with their materials (in a basket).
Clean-up any mess and get ready for the next
lesson/break!
- Ask the class if they have any questions and
give them at least 6 seconds to respond.
- Tell them how long they will be given for the
first activity. Instruct them to take out the
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V.
materials by listing them slowly and giving
them time to pull it out of their baskets.
1st task:
Model an example before they begin. For
example, how many is 3 nickels? (15) and
explain that nickels are 5 cents, and 5 x 3 is
15! (this task helps with 1x, 5x, 10x)
- Instruct that they will be using pennies, and
dimes as well. Activate their prior knowledge
of what a penny, and dime represent.
- Then tell them that you will call out a question
like before and the students will take out the
answer and put it on the table with their coins.
- Ensure that each partner gets a turn at laying
the money out for each question asked. Their
partner can help them decide on where it
goes, but if it is not their turn they cannot
touch the coins their partner is using.
- Continue this task until the 10 minutes are up
or until you feel the understand. Further
elaboration can be done if there is confusion.
You can call on a student volunteer to help
explain it as well.
- Once the students begin, you will circulate
around the room and help where needed,
observe, or ask probing questions if there is a
group that is finding the task too easy.
2nd task:
- model what is to be done by showing an
example
ex. if the equation is 3 x 4 they will make 4
shapes per 3 egg units to show 3 groups of 4.
You can then ask how else you can show this
equation and then show it by separating 3 Play
Doh pieces so it shows 4 groups of 3 which
equal the same total).
- Ask if there are questions and tell the
students that they may begin (another ex.
may be needed)
Closing
- Tell them that it is time to put away the
materials back into the basket. Ask them what
they learned, if they like any of the two
methods they learned today & mention we will
try some more out next time!
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VI. Accommodations made for Christopher Robin that benefits all:

The teacher will write on the whiteboard referring her style of writing to be similar to fonts that
are read at an easier pace by those with dyslexia. Ensuring words are spaced apart more,
capitals are clearly larger, and so on. Another option is to have the routine for the day written on
a Smart board with pictures to accompany it. This can be written in dyslexie font or Lexia
Readable, which have both been proven to help aid in reading. This makes written language
easier, and faster to read for those who struggle more with regular text.
The answers to each multiplication activity can be given:
orally in the sense that when the group raises their hand they can check with the teacher.
written with Play Doh. It does not matter how big the numbers are on the page as long as the
teacher can easily see that the correct answer is there. This can be done by forming the
answer in numerical form and tracing it with a pencil (or marker if that is easier). So the
teacher knows which answer it belongs to, the students can draw a shape around their
answer and put their next answer below and so on.
or drawn. The student can draw what they see and put lines next to it to describe the
equation. Ex. III x I = III (3 x 1 = 3)
The teacher will instruct the class by modeling, giving examples, and asking open-ended
questions to ensure understanding and engagement.
Instead of using a worksheet to understand how to do multiplication, the students will use
objects and manipulate them to further their knowledge and learn possible new tricks
VII. Evaluation/Assessment of Student Progress:
The assessment used for this lesson will be formative. This means that the students will be
assessed based on how they improve today and what they pass in afterwards. The teacher can

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instruct the class on other methods next time if he/she believes the students enjoyed it, and need/
want more approaches to multiplication.
VIII. Lesson Plan Reflection:
Ask yourself these questions after the lesson to help develop it:
1. Preparation and Research Was I well prepared? What could I have done
differently?
2. Written Plan Was I organized? What did I learn that will help me in the future?
3. Presentation Were the students involved? Was I clear in my presentation? How
was the pacing?
4. Assessment What did the class do? How do I know if they were successful?
What should I change for next time?

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