*Adding in a child with ADHD*

Strategies: https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2008.pdf
preview expectations about what students will learn and how they should behave
during the lesson.
Ask probing questions.
Perform ongoing student evaluation.
Help students correct their own mistakes.
Help students focus.
Be predictable.
Support the students participation in the classroom.
Use audiovisual materials.
Check student performance.

Grade: Kindergarten
Time: 45 minutes to an hour
Title: Lucky Charm Graphing
Materials: - individual cups
-Lucky Charms cereal
-a scoop of cereal per cup (random selection)
-crayons
-Lucky Charms graphing worksheet
-Smart Board
Focus and review: -Who can tell me what we have been working on this week with our shapes and
colors? (get response from students answering sorting, matching, etc.)
-Today our goal is matching and graphing the information we gather.
*For ADHD child: Get them excited about the lesson. Repeat what it is we are about
to do. Gradually work into the lesson with formation and flow.*
Objectives: CCSS.Math.Content.K.CC.C.6 -Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching and counting
strategies.
CCSS.Math.Content.K.MD.B.3 -Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.
Teacher input: -Use worksheet below to complete activity:

-Before starting the lesson! I go over the rule of NO EATING until I give permission!
-I walk through each marshmallow on the worksheet. (After each marshmallow is said I
walk around room to make sure each student has sorted the correct marshmallow; this also allows me
to see who is working at appropriate speed. This will continue on until every marshmallow is separated
in its correct place.) (CFU- checking for understanding)
-After sorting is complete I write on the board (so all students can see) which color
crayon is assigned to which marshmallow. (This allows an easier assessment of what the child has
learned and if he/she can follow instructions because each row should be a specific color.)
-I explain to students that if he/she does NOT have any of a specific marshmallow, there
is NO NEED TO PANIC! We will simply leave this column blank if we do not have any of this type of
marshmallow.
-I project the graph above onto the Smart Board and show how to color in the blocks
based on the number of marshmallows I have for myself. (Explain to them that the point of a graph
means that they are all different and no two graphs should look the same. From this example, students
learn how to graph what they have based on the information just shown.) (Students will only observe at
this part of the lesson to make sure they know what we are doing and I have full attention from
everyone.)
*For ADHD child: Go through each instruction one by one with breaks in between each
to ensure that the child stays on task without being distracted.*
Guided practice: -students begin sorting the marshmallows into alike shapes/ color
-I walk around and make sure students are on task and matching correctly
-students will then graph their first column (with the correct color assigned) on the
worksheet and stop
*For ADHD child: Constantly move around the room. Make sure the children are
sorting and not eating. Also, break after this task is completed to get full attention of students. Say
things like, Everyone stop what youre doing and look at me. Or 1,2,3 eyes on me.*
Independent practice: - students finish graphing the amount of marshmallows they have onto their
chart.
-after students complete worksheet, it is taken up and scored to show if
students have demonstrated mastery. (Need to have at least 6 out of 8 correct)
*For ADHD child: provide office cubicle IF NEEDED to ensure that the
student is working on his/her own work. Should meet the same standards of 6 out of 8 mastery.*
Closure: -Who can tell me what we have learned today? (interactive class response)
-(Question directed to entire class to shout out) Did we meet our goal today of matching
and graphing the information we gathered?
*For ADHD child: give a step by step clear instruction of where we need to put our graphs.
Would provide wait time and then tell the students they may eat their cereal and stay seated while
preferably this ADHD child comes around with a trashcan to collect left over mess.*
Notes: Meet s the Blooms Taxonomy of Analyzing