1-IEP+(R.S.)

Reznick

Equivilant Fractions || While he understands the elements: -how to multiply -what the algorhythym || # Reznick is able to retain the skills he learns by rote but it remains hard to tell if he can put these pieces together to make a coherent 'whole' ||
 * ~ Date ||~ Subject ||~ Task ||~ Observations ||~ Implications ||
 * Oct. 27 || Math || Calculating
 * Dec7 || Math || Comparing Integers || 22/38

Not able to do this in the purely symbolic mode || Needs to mbe able to work with these concepts pictorally. ||
 * Dec.8 || Math || Comparing Integers on a test (using a +, - number-line oriented like a thermometer labelled 'hot' and 'cold' || Able to do this only to a point || He doesn't understand what he's doing in these acitivites (even with the symbolic/active support). He simply does not get the 'concept' only the algorhythym. Change the Algorhythym and he is lost. ||
 * " || " || " || Suddenly he got it! 39/38 (with Bonus)

The higher the number is on the thermometer the higher it's value. The lower down on the thermometer the lower the value of the number. || With lots of rehearsal, opportunity to express what he is doing and the ability to do whatever he id doing in a concrete fashion the result can surprise. || -Any abstraction or extension of a math concept/skill is not an appropriate direction for him. Rote and Literal are the way to go in Math for him. ||
 * Jan 24 || Math || Using Coordinate Graphs || -Unable to make any connections for himself. When his graph didn't make any sense (it was 'a rivec') he had no idea what to do. He just stared @ it and kept reading his answer over and over. No problem solving strategies evident. His solution? "Can I look up what a rivec means...?" || -He needs to be walked through the process of querying what might be a more logical answer.
 * Feb 17 || Math || Assessment || Dug right in. Even though it is challenging for him he did not give up, waste time or display a negative attitude. || He shows that he wants to do well.

This is typical of how he approaches his work both in class and one on one. ||