This video illustrates the use of finger counting to count by tens and ones.
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This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.
This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
This video demonstrates how to use base-10 blocks to help students solve multiplication problems that cannot be solved with automatic retrieval.
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 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. Rebecca Zumeta Edmonds, Co-Director of NCII discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.
How might MTSS affect what's measured on report cards, including academic and non-academic measures?
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.