This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
Error message
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This video demonstrates how to use base-10 blocks to help students solve multiplication problems that cannot be solved with automatic retrieval.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses considerations for ensuring that intensive interventions are implemented with fidelity.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares advice about selecting and using progress monitoring measures to support intensive intervention.
This video describes how to use the partial products strategy with multiplication.
This video reviews to how use the traditional algorithm to solve multiplication with regrouping.
This video shows how to use the traditional division algorithm. Unlike other traditional algorithms used with addition, subtraction, and multiplication, the traditional algorithm used for division requires that students move left to right. The traditional division algorithm is very efficient to use and can be used with numbers of varying digit length. Although efficient, correct use of the traditional algorithm requires that students have strong basic fact recall (i.e., with multiplication facts and subtraction) and that students have a firm understanding of place value. Related Resources View other videos in this series.
This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).