Communication+Board+Project

Communication Board Project/Lesson Plan




 * The Communication Board above is to be used with Candy Math lesson. See bottom of this page on how this communication board will be used as an Assistive Technology.

Lesson: Candy Math

 * Author**: Marc Sheehan from: Mark Sheehan's Lesson Plan Page


 * Grade Level**: First


 * Subject:** Math


 * Time:** 40-45 minutes


 * Materials:**
 * Small bags of multi-colored candies (e.g. M&Ms, Skittles, jellybeans),
 * graph/sorting sheets,
 * question sheets,
 * pencils


 * Objectives:**
 * Using different small candy bags, students will sort candies by color.
 * Students will complete addition problems using candy pieces and complete a graph using those candies.
 * Students will compare and contrast selected amounts of candies.


 * Sunshine State Stanadards:**
 * MA.2.A.6.1: Solve problems that involve repeated addition.
 * MA.2.A.2.1: Recall basic addition and related subtraction facts.

Each student will receive a small bag of candy, a graphing worksheet, and question/sorting sheet before the lesson begins. Then I will explain what they will do first: they will open the bags of candy and sort the candies by color. They will be able to eat the candies later, but they must wait until told to do so. (I have found that allowing the students to eat one piece first helps to stave off their eating of all of the pieces.) Students are to be told they should not trade their candies with classmates until after the assignments are completed.
 * Introduction:**

1. Run through an example for the students, showing them what they will do before the candies are handed out. 2. The students will open the bags, sort the candies in preparation for a graphing assignment. 3. The students will make a graph of all the different colored pieces they have. 4. Once the graphs are done, the students will answer the questions (addition or subtraction) on their question-and-answer worksheets. Samples: how many more blue candies than red candies do you have? How many red candies and yellow candies do you have?
 * Procedure:**

Worksheet Samples: You can make worksheets yourself that fit your own purpose. I've made some samples to use as well. They can be accessed below.

[|Question/Sorting Sheet] [|Graphing Sheet]

Students with special needs will be guided by the teacher or paraprofessionals in sorting candies from their bag by color. They will also be guided as they construct their graph with all the different colored pieces the count. Students with special needs will be guided with the addition problems indicated in the communication board.
 * Guided Practice:**

Students will complete their Question/Sorting Sheet independently.
 * Independent Practice:**

Once the assignment is completed, the students will be able to eat (and trade) their candies. They are allowed to compare their graphs to those completed by classmates in order to see how the graphs differ. Modifications for this lesson include focusing on counting, focusing on color identification, using larger graphs, and allowing for someone (peer or adult) to assist with the counting, sorting, recording, and coloring.
 * Closure/Modifications:**

The worksheets will be collected to see if the graphs are correct and if the questions have been answered correctly. Each question sheet will be a bit different, as the amount of candy pieces will vary by bag.
 * Assessment:**

This board is designed for young students (K-2) with disabilities such as difficulties with fine motor skills and students who have learning disabilities (below grade level) and need visual and tactile learning reinforcement. Each label on the board is clearly indicated and provides both the word label as well as the actual color that each represents. If students are unable to sort candy pieces by hand, they will be assisted by their teacher or paraprofessional as they separate candy pieces by color (red, blue, yellow, etc). Once candy pieces are sorted by color, teacher will point to a group of candy and ask student what color the group of candy is. Student will be able to use the 'red' button, or the 'blue' button, etc. to identify and indicate their correct answer. Each button on the communication board plays/represents a sound. Buttons also light up which students will be able to identify with as they learn their sorting colors. The bottom half of the board consists of both addition and subtraction problems for students to practice with. When asked, they will press a button/problem they would like to solve and then use their candy pieces to carry out the process and conclude with the correct answer (assessment). -Gracejoy Hauser
 * Communication Board Rationale:**