This video demonstrates how to use fraction tiles to explore how different fractions can be equivalent to the same value, such as 1/2. This video models how to compare different fractions that are equivalent to 1/2 to the benchmark of 1. Students who struggle with finding equivalent fractions can stack the fraction tiles above the whole (1) as an anchor. It is important for students to understand that fractions have multiple representations because they can apply this knowledge to compare fractions, especially fractions with unlike denominators.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This video demonstrates how to use different types of concrete manipulatives, such as fraction circles and Cuisenaire Rods, to compare fractions with like denominators. When students use models to compare fractions, they can place them side-by-side to determine which fraction represents a greater value. For students who struggle with visually comparing values, consider teaching them how to stack Cuisenaire Rods for a direct comparison. Note that, in this video with the fraction circles, the sets of fractions circles are not the same size. This may confuse some students, so it may be important to use identical sets of fraction circles.
The Colorado Department of Education (CDE) has been working closely with NCII to align and scale up use of data-based individualization (DBI) across the state. One of the strategies CDE has used is the development of virtual learning resources and online learning modules on DBI to help make professional learning accessible to all educators. In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
This video describes how to use the partial sums strategy with addition. The problem in this video requires regrouping; however, the partial sums strategy eliminates the regrouping procedure. The partial sums strategy is typically performed left to right and focuses on adding only part of each multi-digit number at a time (e.g., only adding digits in the hundreds column to determine the partial sum of hundreds, followed by only adding digits in the tens column to determine the partial sum of tens, and so on). It may be especially important for students to know and understand the partial sums strategies if they have not yet developed an understanding for regrouping. This strategy is also efficient when all or most of the numbers have the same number of digits.
In this video, Ellen Reinhardt shares how schools can help to support staff during DBI implementation.
In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
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.
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 fraction tiles to convert improper fractions to mixed numbers. As students practice this process with fraction tiles, they will also gain fluency with determining different fractions that are equivalent to 1.