This video demonstrates how to use lattice multiplication. Although the lattice multiplication strategy eliminates regrouping while solving the problem, it requires careful construction of the lattice (it needs to be the correct size), correct placement of the numbers (above or below the lattice line), and a solid understanding of place value. The lattice strategy uses place value by partitioning multi-digit numbers into smaller parts and it may not be an efficient strategy for students to use if they do not understand how multiplication works. However, learning this strategy with whole numbers may benefit students as they begin to multiply decimals as lattice multiplication is an efficient tool to use with decimals.
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This video demonstrates how to use base-10 blocks and a place value chart to help students add numbers that require regrouping.
This video illustrates the use of manipulatives to help students practice comparing quantities that are grouped as tens and ones. When numbers are represented with manipulatives organized as tens and ones, students develop a concrete understanding for using place value to comparing quantities. Students also benefit from multiple opportunities to talk about mathematics and use appropriate mathematics vocabulary such as “greater than” and “less than.”
This video illustrates the use of finger counting to count by tens and ones.
These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
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 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, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
This video features reflections from Bill Rasplica, the former executive director of Franklin Pierce Schools, about his experiences implementing DBI, lessons learned, and recommendations for other district leaders.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.