**Math Instruction for Students with Significant Intellectual Disabilities**

Math instruction is composed of multiple strands of learning. Number identification and counting are only one area. Starting as early as Kindergarten students are expected to begin building skills in geometry, algebra, data analysis, and measurement. Some students with significant intellectual disabilities have not yet mastered early numeracy math skills (e.g. number identification, rote counting stills) in order to master higher-grade level objectives. This can pose a challenge when planning for math instruction aligned to grade-level standards for students with significant intellectual disabilities.

Click on the picture of LaTia below to hear more.Please take a few minutes to read the questions below and consider planning for a student like LaTia.

- What type of math skills should her teacher plan to teach LaTia?
- Is it appropriate to spend LaTia’s math instructional time working on the “next step: number identification 1-20 and rote counting to 20” only?
- Should LaTia be taught linear equations? Why or Why not?
- What is one concern with LaTia’s instruction and teaching to the 8th grade standard?
- Why would it be beneficial to teach LaTia to solve linear equations?
- Think of one strategy that could be used to teach LaTia algebra related skills.

The goal of this module is to become familiar with the Common Core State Standards in Math and to generate an outline for math lessons based on a three-part strategy to access grade levels standards (K-12) for students with significant intellectual disabilities. The module will discuss building early numeracy skills, what grade aligned alternate math achievement may look like, a three-part planning process for math instruction, and how academic math standards can be applied in everyday life.

The participant will be able to:

- Apply alignment criteria to determine well-aligned math instruction to state standards.
- Identify the 5 content standards of math.
- Select a story-based math problem (SBMP).
- Select a graphic organizer to use to solve the SBMP.
- Identify a task analysis to meet a math standard objective.
- Identify a 3 step planning strategy to generate grade-aligned math instruction.
- Select applications to classroom contexts (i.e., given scenarios) to increase grade-level aligned math instruction for students with significant intellectual disabilities.