This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
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The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
This video demonstrates how to use the lattice division strategy. The lattice division strategy eliminates the requirement to use automatic recall of facts, such as in the partial quotient strategy, but this strategy requires that students follow a very specific set of steps. Careful use of the lattice is required. The lattice strategy partitions numbers into smaller parts and it may not be an efficient strategy for students to use if they do not understand how division works. To use this strategy, students should have a solid understanding of place value and dividing large quantities in equal groups.
This video describes how to use the partial products strategy with multiplication.
In this video, Ellen Reinhardt, MTSS Technical Assistance Provider in Rhode Island and NCII Coach, discusses conditions that are necessary for effective and sustainable implementation of intensive intervention.
This video illustrates how to use the partial quotient strategy to divide. To correctly use the partial quotient strategy, students need to have strong recall skills in division and multiplication facts. Students rely on this knowledge to partition the larger quantity that is being divided, into smaller and more manageable numbers. The partial quotient strategy is an alternative strategy for students who have not yet mastered the steps of the traditional algorithm.
This video uses manipulatives to review common counting errors that many students who struggle with counting exhibit. When students make counting errors such as coordination errors, omission errors, and double counting errors, it suggests that they do not have a solid foundation of one-to-one correspondence with counting. Allowing students multiple opportunities to practice counting with a set of objects presented in a line will help students refine skills in correspondence. Students may also commit errors related to reciting the correct counting sequence. If students have not mastered the stable orders of numbers, they will not be able to correctly apply other counting skills; therefore, students should be provided with multiple opportunities to practice the verbal count sequence.
This video describes how to use the partial differences strategy to solve multi-digit subtraction.
This video reviews to how use the traditional algorithm to solve multiplication with regrouping.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.