This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
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This video illustrates how to use the traditional algorithm to solve subtraction with regrouping. The traditional algorithm focuses on digit placement and requires that students move right to left to correctly perform the operation. Before students are introduced to the standard addition algorithm, it is important that they have a conceptual understanding of regrouping. This will allow students to correctly use the algorithm when they exchange 10 ones in the ones place value column with 1 ten in the tens place value column. It is important for students to know and understand how to use the traditional algorithm because it is an efficient strategy to use if regrouping is required, when numbers have varying numbers of digits, and when the numbers included are too large to reasonably use other strategies (e.g., partial differences can become confusing for students who do not understand negative integers).
This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction’s Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide, and includes the following resources:
This video uses manipulatives to review the five counting principles including stable order, correspondence, cardinality, abstraction, and order irrelevance.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of numeracy and counting. Within college- and career-ready standards numeracy and counting are taught in Pre-Kindergarten through Grade 1. These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of basic facts. Within college- and career-ready standards basic facts are taught in Kindergarten through Grade 4. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value computation. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This 4-part self-paced course reviews an explicit instruction model and the supporting practices required for effective implementation.
In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.