This video demonstrates different partitioning strategies that students can use to multiply fractions. Partitioning refers to dividing a shape, such as a rectangle, into equal pieces. In area models and length models, the total number of equally partitioned pieces represents the denominator of the product. Students can practice multiplying nonequivalent fractions using an area model without concrete materials, such as by creating a grid using paper and pencil, or with concrete materials such as fraction grids. Students should also have the opportunity to practice multiplication using fraction tiles and length model.
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This is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error analysis of curriculum-based measures for the purpose of identifying skill deficits and providing examples of error analysis in reading and mathematics. Part 4, “Identifying Target Skills,” will further link these skill deficits to intervention.
Counting and place value are prerequisite skills that are essential for more advanced, multistep mathematics skills. This module focuses on the foundational skills of counting and place value, including common skill areas where students struggle. Instructional skills and case studies are presented to help teachers and interventionists better understand essential skills to include across tiered interventions.
In Module 7 of the Intensive Intervention in Mathematics Course Content we focus on rational number concepts and computation. In Modules 4 and 5, we emphasized important instructional delivery methods and strategies to include when providing instruction within intensive intervention. Modules 6 and 7 focus on important concepts and procedures for whole numbers (Module 6) and rational numbers (Module 7) teachers may find important for being able to explain mathematics to students.
This module is designed for interventionists, special educators, and general educators to review instructional strategies that students with mathematics difficulties need to be successful in both core instruction and intervention. Students with mathematics difficulties may make progress in intervention but still struggle in core because there is often not a bridge or support to show how the intervention connects to core. This module addresses these needs and identifies how all teachers need to support generalization and build upon mathematics trajectories for students to be successful.
In Module 6 of the Intensive Intervention in Mathematics Course Content we focus on whole number concepts and computation. In Modules 4 and 5, we emphasized important instructional delivery methods and strategies to include when providing instruction within intensive intervention. Modules 6 and 7 focus on important concepts and procedures for whole numbers (Module 6) and rational numbers (Module 7) teachers may find important for being able to explain mathematics to students.
The purpose of this module is to focus on the importance of fractions, including the prerequisite skills. Fractions have been cited as a key skill that students need in order to be more successful in advanced mathematics skills, including algebra. Fractions are a necessary skill to be included as part of tiered interventions for students as early as grade 3.
This video demonstrates how to use the set model to convert mixed numbers to improper fractions. It is important that students are exposed to converting fractions using this model because it is often how fractions are represented in the real world. Beginners and students who struggle may find the set model difficult to understand because the whole (1) is represented by a set of chips (4 chips in this example); therefore, students will benefit from explicit modeling and several opportunities to engage in guided and independent practice.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.
This collection contains modules that can be used for professional development for middle school leaders, teachers, interventionists and instructional coaches to build their capacity to students who require intervention in mathematics. Basic Facts and Computations. Building Fluency and Conceptual Understanding: Middle School Level Connecting Intervention and Core Instruction. Instructional Strategies to Bridge Skills that Lead to Success: Middle School Level