This video illustrates how manipulatives can be used to explain the commutative property of addition to students. Understanding that the order in which two numbers are added does not change the result supports basic fact fluency and students’ thinking related to problem solving. For example, when students understand how the commutative property works and if they have mastered a basic fact such as “3 + 1” then they have also mastered the basic fact of “1 + 3.”
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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 shows how manipulatives can be used to explain subtraction using a part-part-whole structure.
This video illustrates how manipulatives can be used to show the relation between strategies for subtraction and addition.
This video shows how manipulatives can be used to explain multiplicative problem structures to students who are just beginning to use multiplication strategies.
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.
This video shows how manipulatives can be used to explain that multiplication represents groups of equal sets of numbers.
This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1