This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
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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 reviews to how use the traditional algorithm to solve multiplication with regrouping.
This video demonstrates how to use base-10 blocks to help students solve division problems that cannot be solved with automatic retrieval. The use of direct modeling with concrete manipulatives to demonstrate division allows students to visualize the division of a quantity into equal groups. Students should have multiple opportunities to practice division with manipulatives to develop an understanding of the steps for regrouping and dividing quantities into equal groups. While students may have moved on to traditional algorithms with other operations (e.g., subtraction) they may still require the use of concrete manipulatives with learning division.
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.
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.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
This video demonstrates how to use fraction tiles to explore how fractions such as 4/4 are equivalent to 1. Before fractions are introduced in the curriculum, students use integers, which only have one value associated with the numeral or number word. Fractions may be the first time that students are introduced to the possibility that the same quantity can be represented with different representations, such as one whole and four fourths. Using models allows students to practice finding equivalent fractions, which is a prerequisite skill for performing computation with fractions.
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 the importance of intensive interventions in academics and behavior.