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.
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On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
Module 4 of the Intensive Intervention in Mathematics Course Content focuses on the delivery of the instructional platform. We rely on evidence-based strategies to inform how teachers should deliver the instructional platform.
Module 2 of the Intensive Intervention in Mathematics Course Content focuses on the assessment components of intensive intervention. We provide an overview of assessments before diving into instruction in order to stress the importance that intensive intervention cannot occur without adequate assessments in place.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
This video demonstrates how to use fraction tiles and the set model to convert mixed numbers to improper fractions. It is important that students have the opportunity to convert fractions using both models of representation.
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.
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.
This video demonstrates how to use the set model to multiply equivalent fractions. Before students can multiple fractions they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers should carefully model multiplication using the set model as students have to understand that when re-grouping the parts of the fractions, they need to keep the denominator the same. The set model is also a useful strategy for introducing how to multiply fractions that are not equivalent; so, students may benefit from multiple opportunities to practice with equivalent fractions first.