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Big medium small chicken math problem6/24/2023 ![]() Not all of them are for size of the problem, but many are! Check out the whole collection here. So I love incorporating videos into my sessions to keep the motivation up! I have an entire Pinterest board for short video clips that I love using in therapy. My kiddos tend to think anything involving short videos is fun, fun, fun. ![]() If sorting tasks are too difficult at first, I’ve seen success with using a worksheet for many different problems to compare and contrast how different problems get higher or lower scores. I’ve found this to be super helpful for those kiddos that constantly disagree about the size of their problems. ![]() There are tons of other activities to play with cards including scavenger hunts, feeding cards to boxes or containers, or burying them in sensory play like shaving cream or beans!įor my super concrete thinkers, I use objective worksheets that will mathematically calculate the size of the problem. Note: If you have a case of the kid who makes every problem bigger than it should be, try switching the rules for War and make the smallest problem the winner! I had some kiddos trying to argue about how their problems could actually be bigger problems than they seemed which was the opposite of the point of the lesson □ For some, we run a short obstacle course between rounds to stay active and regulated. Super simple, but it keeps ALL of my kiddos motivated. Play until the clock runs out or somebody runs out of cards! Winner is the person who has the most cards at the end of the game. The player who flips over the highest number, or in this case, the biggest problem, gets to keep all of the cards. Each player flips over one card at a time. To play, split the deck evenly between all players. Anybody else play this with a deck of cards? My absolute favorite way to target size of the problem is by playing War. This is when I have to remind my students that the size of the problem should not necessarily dictate the size of your reaction! I love the visual shown above for when a student gets comfortable with recognizing sizes of problems and needs work understanding appropriate responses to different sized problems. I use visuals like the one shown above for teaching and also for lots and lots of sorting tasks. Visuals are especially important for concepts like ‘size of the problem’ because it is so abstract! Below are some visuals that I use when teaching size of the problem: Visuals are pretty much my favorite thing for all goals, targets, activities, and games. Some of the material shown below is from my Describing and Solving Problems: Emotional Regulation Activities packet. ![]() I always go back to the same point: that size of the problem is determined by four characteristics:īelow are five ways I target size of the problem. Once they get to the five level of problems and generally understand each level, I send home tons of carryover activities. I move onto the next level once the child can sort problems into the appropriate categories with around 80% accuracy. Size of the problem is something I definitely target in some way each week! I typically teach size of the problem using the following hierarchy: I’ve done all the prep-work so you can get started right away! Get 63 problem cards, plus 40 print-and-go worksheets to help your students learn about the size of the problem and how to regulate their emotions. Then check out my Describing and Solving Problems: Emotional Regulation Activities packet. Do you have students on your caseload that have trouble determining how big or small their problems are? They might get very upset when they are told no or lose in a game? Or constantly over-react to small issues? ![]()
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