The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
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This video illustrates the use of manipulatives to help students practice comparing quantities that are grouped as tens and ones. When numbers are represented with manipulatives organized as tens and ones, students develop a concrete understanding for using place value to comparing quantities. Students also benefit from multiple opportunities to talk about mathematics and use appropriate mathematics vocabulary such as “greater than” and “less than.”
This video shows how manipulatives can be used to explain that multiplication represents groups of equal sets of numbers.
This video shows how manipulatives can be used to explain division problems that have a fair-share or equal partition problem structure. This example demonstrates how manipulatives can be used to show how repeated subtraction (i.e., when the whole is decreased iteratively by equal sets) can be used in division to determine the size of the equal set. When students have many practice opportunities to solve division problems with strategies such as repeated subtraction, they develop a solid conceptual understanding that division represents partitioning a quality into groups of equivalent sets.
This video shows how manipulatives can be used to explain division problems that have a fair-share or equal partition problem structure. This example demonstrates how manipulatives can be used to show how repeated subtraction (i.e., when the whole is decreased iteratively by equal sets) can be used in division to determine the size of the equal set. When students have many practice opportunities to solve division problems with strategies such as repeated subtraction, they develop a solid conceptual understanding that division represents partitioning a quality into groups of equivalent sets.
In this video, Lucille Eber, E.D., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network and an NCII Advisory Committee member, discusses the relationship between Tier II and Tier III behavior interventions and whether all kids need to access Tier II prior to Tier III.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.
This video demonstrates two subtraction problem structures that students must understand to master basic facts. Each problem structure has three numbers, with one number missing.
This video illustrates the use of finger counting to count by tens and ones.