In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
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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, discusses intensive academic interventions and supplies up to date information about the status of research studies on the subject.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
This video demonstrates two addition problem structures that students must understand to master basic facts. Each problem structure has three numbers, with one number missing.
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.
These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
This video demonstrates how to use fraction tiles to convert mixed numbers to improper fractions. As students practice this process with fraction tiles, they will also gain fluency with determining different fractions that are equivalent to 1.
This video demonstrates how to use benchmark fractions, such as ½, to compare fractions with unlike denominators. When students show that they are proficient comparing fractions using concrete manipulatives or pictorial representations, they may be ready to compare fractions using reasoning strategies without representations. For beginners and for students who struggle, it may also be important for teachers to model to students how to check their work using other tools, such as fraction tiles.
This video demonstrates how students can practice determining equivalent fractions with different denominators using fraction circles. Students can explore this concept by comparing different representations of the same value against a whole fraction circle. After students have found one representation of the same fraction (3/6), teachers can encourage students to find another representation (4/8). Teachers can then ask students to discuss the patterns that they see in the different representations of the same value.
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