This video demonstrates how to use base-10 blocks to help students solve division problems that cannot be solved with automatic retrieval. The use of direct modeling with concrete manipulatives to demonstrate division allows students to visualize the division of a quantity into equal groups. Students should have multiple opportunities to practice division with manipulatives to develop an understanding of the steps for regrouping and dividing quantities into equal groups. While students may have moved on to traditional algorithms with other operations (e.g., subtraction) they may still require the use of concrete manipulatives with learning division.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
This lesson features Carla Jo Whatley, a First Grade Teacher at Ferris Intermediate in Ferris ISD in Texas. In the lesson she illustrates how to use virtual manipulatives within a math lesson. These manipulatives allow educators and students to engage in the Concrete-Representational-Abstract approach without having the physical materials in front of them. For some educators, switching between platforms has been challenging. This lesson can be used synchronously or asynchronously, does not require using multiple platforms, and allows educators to apply the features of interactive base ten blocks. The collection includes a tip sheet, two video examples, and slides with virtual base ten block practice examples.
This four-part webinar series is focused on the Taxonomy of Intervention Intensity. This series provides an overview of the dimensions of the Taxonomy of Intervention Intensity and case applications showing how the taxonomy can be used to guide the intensification of reading, mathematics, and behavior interventions.
This video demonstrates how to use fraction tiles to explore how fractions such as 4/4 are equivalent to 1. Before fractions are introduced in the curriculum, students use integers, which only have one value associated with the numeral or number word. Fractions may be the first time that students are introduced to the possibility that the same quantity can be represented with different representations, such as one whole and four fourths. Using models allows students to practice finding equivalent fractions, which is a prerequisite skill for performing computation with fractions.
In this video, Dr. Sharon Vaughn, Senior Advisor to the National Center on Intensive Intervention and the Executive Director of The Meadows Center for Preventing Educational Risk, defines intervention platform.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the role professional development should play when preparing staff to implement a multi-tiered system of supports.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the differences between the terms “multi-tiered system of supports (MTSS)” and “Response to Intervention (RtI).”
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.
![center product](/themes/custom/sass_boot/images/center_product.png)