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Students may have difficulty with:
-initiation of task
-planning a task
-organization/setting up a task

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Students may have difficulty with:
-fluency (eg: slower decoding speed)

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Students may have difficulty with:
-recognizing math symbols and/or interpreting the meaning and use of them

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Students may have difficulty with:
-copying information from the board accurately

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Students may have difficulty with:
-creating visual images in their mind and on paper

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Students may have difficulty with:
-remembering information they have just seen or heard
-remembering mathematical procedures
-solving multi-step problems, losing track of steps etc.....

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Students may have difficulty with:
-completing sample problems during class time

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Students may have difficulty with:
-on-going attention to task (distracted)
-paying attention to details

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Use the Waterfall chart to list some  accommodations/strategies that would support a student with the challenge listed above:

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Provide opportunities for students to collaborate with one another
Vertical Classroom- using magnetic algebraic tiles to help collect like and solve like terms
(Multiple modalities in learning)
Translate into mathematical language- Students should now solve equation using the constants and variables given in the equation
(Supplementing written instructions)
Check and Verify- Students walk around the room to see how other groups have done the problem (Self-monitoring strategies)

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1. Don't set a "timer" to make them feel rushed
2. Sufficient processing time needs to be given so allow other students to move ahead with another problem (or something else to keep them busy) while these students take the time they need.
3. Allow students to use technology to enter their final answer (anonymously) (like on socrative or clickers) when they are finished and at that point the teacher can regroup the class to take up the problem

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- memory aids
- provide handouts/instructions
- mnemonic device
- frequent checks

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-provide detailed class notes
-reduce the number of questions on an evaluation

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Need to review meaning of variable terms. For example, relate variables to numbers (e.g., a=10, a^2=100, etc) or geometric shapes (e.g., a = line, a^2 = square, etc)

Provide algebra tiles or similar manipulatives to visualize the meaning of equation.

Review the meaning of the word "solve" and compare it to other math words like "simplify" or "evaluate."

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Provide manipulatives (i.e. algebra tiles) and models 

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Provide manipulatives (i.e. algebra tiles) and models 

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Colour code signs