This video shows how manipulatives can be used to explain addition using a part-part-whole structure.
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This video shows how manipulatives can be used to explain subtraction using a part-part-whole structure.
DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support.
This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
This video illustrates the use of an efficient counting on strategy that students may practice to solve simple subtraction problems without the use of manipulatives.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Amy Campbell. Mrs. Campbell has been teaching special education for 12 years in the Camas School District in southwest Washington state, working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions.
These lessons were developed as part of a National Center on Intensive Intervention Community of Practice with educators focused on implementing intervention virtually during Spring 2020 in response to COVID-19. Participating educators represented Colorado, Oregon, Rhode Island, Texas, and Washington. These activities were developed by practitioners and are intended to showcase example strategies that educators have used to deliver intervention in a virtual environment during the pandemic.
This video demonstrates how to use the set model to add fractions with unlike denominators. Students need to have the prerequisite conceptual knowledge of finding like denominators before they can apply addition strategies to fractions with unlike denominators. The set model is beneficial for students who do not have automaticity with mentally determining multiples because they can count and move pieces to determine a like denominator.
This video demonstrates how to use fraction tiles to add fractions with unlike denominators. Teachers should model how to find like denominators to solve addition problems and students who struggle may benefit from using a multiples chart. Students should also have many opportunities adding fractions that have a sum equal to or greater than 1.
This video demonstrates how to use fraction tiles to add fractions with unlike denominators. Teachers should model how to find like denominators to solve addition problems and students who struggle may benefit from using a multiples chart.