Bachelor’s in education Degree

St. Joseph’s Teachers’ College

Name: Salliesha Hall

Course name: Teaching Students with Special Needs in the General Education Classroom

Course code: ED304PCB

ID #: SJ20170914
After reading the case about Gemini who is an eleven-year-old child in grade seven it has

come to my realization that she has an exceptionality called Gifted Children with Attention

Deficit Hyperactivity Disorder (ADHD). Attention Deficit Hyperactivity Disorder (ADHD)

is the most common behavioural disorder of childhood and is marked by a constellation of

symptoms including immature levels of impulsivity, inattention, and hyperactivity. The

National Institutes of Health declared ADHD a "severe public health problem" in its

consensus conference on ADHD in 1998.

This difficulty can be exacerbated when the gifted child in question spends considerable time

in a classroom where appropriate educational services are not provided. The intensity, drive,

perfectionism, curiosity, and impatience commonly seen in gifted children may, in some

instances be for indicators of ADHD. The creatively gifted child may appear to be

oppositional, hyperactive, and argumentative.

From the case it is evident that Gemini is a gifted and talented student with a exceptionality

call ADHD because if she makes an mistake she tends to erase everything and start over fresh

and also she does not knows how to socialize with her peers around her so she tends to be

bossy.

Eric, 2003 states that lack of intellectual challenge and little access to others with similar

interests, ability, and drive are often risk factors for gifted children with ADHD, contributing

to social or emotional problems. Gemini intellectual challenge is not been tested within the

classroom because the teacher does not set aside activities specifically for her so that her

brain is been put to work and her cognitive ability to is not being pressured within the

classroom to get different tasks completed so she tends not find the class interesting because

no different strategies is put in place by the teacher too cater to her learning. Because Gemini

does not know how to socialise with others around her she cannot relate to her peers interest
on different things such as school, friendships or class activities because she has poor

socializing skills and does not know how to communicate without trying to be bossy toward

others around her.

Other characteristics of ADHD include:

1. Students with ADHD is that they often blurts out answers to questions before they

have been completed and not give others within the class a fear chance to participate

within the classroom and this can also put the teacher at risk because he or she might

not get the opportunity to call on others students within the classroom to answer a

question and test their prior knowledge or to see if they understand the concept been

thought during the class.

2. Often does not seem to listen to what is being said to him or her because they might

tend to like to have their own ways and have a feeling that everything should revolve

around them so that they can be seen as the centre of attention and that whatever they

do, they might want to question or oppose to what is been said to them because they

feel that they are always correct in certain circumstances.

3. Often engages in physically dangerous activities without considering possible

consequences because they sometimes lack attention so they feel that doing

something out of bound without noticing that it can harm them, will get others around

them undivided attention without thinking first to their selves the impact it will have

on them, their peers, teacher, school and also their families.

 References

Webb, J., Gore, J., Amend, E., DeVries, A. (2007). A parent's guide to gifted

children. Tuscon, AZ:  Great Potential Press, www.greatpotentialpress.com.

The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)- ERIC EC Digest

#E649 - October 2003

Baum, S.M., Olenchak, F.R., & Owen, S.V. (1998). Gifted students with attention deficits:

Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42, 96-

104.
Subject: Mathematics

Date: November 27, 2020

Grade: 7H

Time: 9:00 a.m.

Duration: 1 hour and 30 minutes

Unit: 1

Unit Title: Numbers, operations, and relationship

Topic: Round Off

Subtopic: Rounding off to the nearest ten

Students’ Profile: In the class of grade 7H, the classroom consists of 24 students 14 girls

and 10 boys. The students within the classroom have different learning styles such as visual,

kinaesthetic, auditory, and audio-visual learners. Gemini is an 11-year-old girl in the class

who has an exceptionality called Gifted Child with Attention Deficit Hyperactive Disorder.

Gemini is barely interested in the class pays little attention yet is on top of all her peers. She

will complete her work then will disturb her peers and is very much bossy and has poor

socialization skills.

Attainment targets:

1. Know the value of numerals and associate them with their names, numbers, and

ordinals.

2. Use the basic operation with number and number patterns.

Objectives: At the end of the lesson student will be able to:

1. Know the definition of round off. (cognitive)

2. Know how to round off to the nearest ten. (psychomotor)

 3. Collaborate in pairs to solve problems. (affective)

Key vocabulary: round off, value, estimate.

Summary of content: Round off- rounding means making a number simpler but keeping its

value close to what it was. The result is less accurate, but easier to use. Example: 73

rounded to the nearest ten is 70, because 73 is closer to 70 than to 80.

Methodology

Engage:

The teacher will read a question to the entire class.

Question-"The gum Sheila wanted to buy costs 26 cents. Should she give the cashier 20

cents or 30 cents?" Students will discuss answers to this question in pairs and then as a whole

class.

After some discussion, the teacher will then introduce 22 + 34 + 19 + 81 to the class.

Secondly the teacher will ask "how difficult is this to do in your head?" The teacher will give

them some time also reward the kids who get the answer or who get close to the right answer.

The teacher would say "If we changed it to be 20 + 30 + 20 + 80, is that easier?"

Differentiation

Gemini will be placed at the front of the class to ensure by the teacher that her

undivided attention is given.

Explore:

The lesson will be introduced to target to students. The teacher will then start saying

"Today, we are introducing the rules of rounding." The teacher will then define rounding for

the students. The teacher will then start a discussion between the teacher and the students on

why rounding and estimation are important.

Differentiation
Gemini will be asked stand and give other reasons for why she thinks rounding and

estimation is very important.

Afterwards a simple hill will be drawn on the blackboard. The teacher will write the numbers

0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 so that the one and 10 are at the bottom of the hill on opposite

sides and the five ends up at the very top of the hill. This hill is used to illustrate the two 10s

that the students are choosing between when they are rounding.

Explain:

The teacher will tell students that today the class will focus on two-digit numbers. With a

number like 29, this is easy. Students can easily see that 29 is very close to 30, but with

numbers like 24, 25 and 26, it gets more difficult. That is where the mental hill comes in.

Students will be asked to pretend that they are on a bike. If they ride it up to the 4 (as in

24) and stop, where is the bike most likely to head?

Expected answer: Back down to where they started. So, when you have a number like 24,

and you are asked to round it to the nearest 10, the nearest 10 is backward, which sends you

right back to 20.

Differentiation

Gemini will be given a sheet with numbers asking to round them to the nearest

hundred.

Elaborate:

The teacher will continue to do the hill problems with the following numbers. A model will

be drawn on the board for the first three numbers with students input and then continue have

students do the last three in pairs: 12, 28, 31, 49, 86 and 73.

Afterwards the teacher will ask “What should we do with a number like 35?” this will be

discussed as a class and refer to Sheila’s problem at the beginning. The rule is that students

round to the next highest 10, even though the five is exactly in the middle.
Evaluate:

At the end of the lesson, each student will receive a worksheet to test what they have learned

during the lesson.

Differentiated

Gemini will be given a different worksheet to be completed on her own.