This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
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DBI Process
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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.
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 illustrates the use of manipulatives to help students develop understanding of the base-10 system.
This video illustrates the use of finger counting to count by tens and ones.
This video uses manipulatives to review the five counting principles including stable order, correspondence, cardinality, abstraction, and order irrelevance.
This video illustrates the use of manipulatives to help students practice counting skills such as identifying a set within a set of objects, correspondence, and counting on in order to determine the cardinality of a set of objects.
This video illustrates how to use the traditional algorithm to solve subtraction with regrouping. The traditional algorithm focuses on digit placement and requires that students move right to left to correctly perform the operation. Before students are introduced to the standard addition algorithm, it is important that they have a conceptual understanding of regrouping. This will allow students to correctly use the algorithm when they exchange 10 ones in the ones place value column with 1 ten in the tens place value column. It is important for students to know and understand how to use the traditional algorithm because it is an efficient strategy to use if regrouping is required, when numbers have varying numbers of digits, and when the numbers included are too large to reasonably use other strategies (e.g., partial differences can become confusing for students who do not understand negative integers).
This video illustrates the use of manipulatives to provide students with multiple opportunities to practice counting skills such as rote counting, correspondence, and cardinality.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.