This 157 page packet is designed for use with students labeled as having an intellectual disability, or for students with autism labeled the same. It is a way to approach fractions, decimals and percentages to students in a way that can be understood, without words, and still fulfills state standards.
By the end of this packet, the student should be able to recognize the difference between something that is divided into two, three and four pieces, and also objects that are "one whole." Another objective of the packet is to be able to recognize that most decimals, fractions and percentages they encounter are in relation to "a part of" something, and that this concept is linked to a whole.
In this, the student will be able to understand all of the page in front of them. There are no instructions or words on the pages, except for the name of the piece in the middle. Everything is done by symbol. It begins simply and builds on itself through repetition and gradual addition to the idea.
Each page has a large square outlined in red. This is for the purpose of cutting the whole activity and pasting it in a composition book, if you choose to do so. It is what prompted the original design, but the activities work just as well when used as worksheets. The four squares at the top of each page are for cutting out, and for pasting in the matching squares below. This is what the student is supposed to do for each page.
The pictures at the bottom of the page are for reference and pictures in this packet are real life and diverse. They are not comparitively accurate in measure, but the purpose is to introduce the concept of division and familiarize the student with its simple representations.
Take a look at the preview. It shows you every page in the packet!
Some of the pictures are in color but should translate fine to grayscale.
The pages are designed systematically. The exercises begin with answers filled in for the student; they will simply need to match those answers to the correct square. Most of the correct squares have a symbol to guide the student to the right answer.
Only after much practice and familiarity do the exercises begin to change. There is a lot of repetition in order to go forward.
If you haven't already, take a look at the preview to see exactly what you're getting.
Let me know if you have any issues with this activity! Contact me with any questions you may have, and or any suggestions that occur to you to make the activities more user-friendly.
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