This video shows how to use an area model to solve a multi-digit multiplication problem. An area model can serve as a visual representation of the partial products multiplication strategy. Using an area model may be a good option for students who have not yet gained a conceptual understanding of how regrouping works or how the partial products strategy works. The area model method can serve as a visual guide for students until they are ready to use traditional algorithms.
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This video demonstrates how to use base-10 blocks to help students solve multiplication problems that cannot be solved with automatic retrieval.
This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
This video illustrates how to use the traditional addition algorithm with regrouping.
This video describes how to use the partial sums strategy with addition. The problem in this video requires regrouping; however, the partial sums strategy eliminates the regrouping procedure. The partial sums strategy is typically performed left to right and focuses on adding only part of each multi-digit number at a time (e.g., only adding digits in the hundreds column to determine the partial sum of hundreds, followed by only adding digits in the tens column to determine the partial sum of tens, and so on). It may be especially important for students to know and understand the partial sums strategies if they have not yet developed an understanding for regrouping. This strategy is also efficient when all or most of the numbers have the same number of digits.
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).
The purpose of this implementation guide from the National Center for Systemic Improvement is to help practitioners systematically implement effective coaching practices. This guide outlines key questions to consider when using coaching as a pathway toward improving teaching and learning. Further, the guide specifies actions that should be taken to appropriately structure the system in which coaching occurs. Consideration of these questions and completion of these actions may help coaching achieve its intended goals and become a sustainable component of the learning environment.
The purpose of this brief from the National Center for Systemic Improvement is to synthesize research on coaching and to offer a framework of effective coaching practices. Part 1 provides general information on coaching, including the need for coaching and the goals of coaching. Part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. As these practices are most associated with such improvements, they are the recommended practices that should be central to the every-day routine of coaches working in general education or special education settings, as well in environments (e.g., homes, schools, childcare centers) with learners of all ages. Appendix A contains information about various coaching models commonly cited in research and applied in the field (e.g., literacy coaching, behavior coaching, math coaching).